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https://www.readbyqxmd.com/read/29370539/correlates-of-employment-and-postsecondary-education-enrolment-in-afghanistan-and-iraq-veterans-with-traumatic-brain-injuries
#1
Donald C Olsen, Chelsea C Hays, Henry J Orff, Amy J Jak, Elizabeth W Twamley
PRIMARY OBJECTIVE: About 20% of Iraq and Afghanistan Veterans have sustained a traumatic brain injury (TBI), which can result in postconcussive symptoms and difficulty transitioning from the military to civilian employment and postsecondary education. To better inform programs help Veterans transition back into civilian life, we evaluated correlates of employment and postsecondary education enrolment among treatment-seeking Veterans with a history of TBI. RESEARCH DESIGN: A cross-sectional design, using an archival database of VA medical records, was used to answer these research questions...
January 25, 2018: Brain Injury: [BI]
https://www.readbyqxmd.com/read/29128195/-what-support-of-young-presenting-a-first-psychotic-episode-when-schooling-is-being-challenged
#2
M-N Vacheron, H Veyrat-Masson, E Wehbe
Psychiatric disorders (more specifically mood disorders and psychosis) represent the 1st cause of disability among young people. Unemployment rate between 75 to 95% for the person with schizophrenia. It is correlated to poor social integration and bad economic status, worse symptomatology loss of autonomy as well as global bad functioning. It is responsible of more than half of the overall cost of psychosis. The onset of most of psychiatric disorders occur between the age of 25 and 35 years old, a critical time in young adult life when they should build their professional as well as social future...
November 8, 2017: L'Encéphale
https://www.readbyqxmd.com/read/29034690/educator-perspectives-on-the-postsecondary-transition-difficulties-of-students-with-autism
#3
Rebecca Elias, Ashley E Muskett, Susan W White
Addressing the challenges of adolescents and emerging adults with autism spectrum disorder is crucial to improving the outcomes of these students in the postsecondary setting. Although secondary and postsecondary educators and staff are critical to helping these students access services, there has been little investigation into the perspectives of this stakeholder group, with respect to the needs of postsecondary students with autism spectrum disorder. A series of focus groups was conducted with secondary and postsecondary educators to understand educator perspectives related to the challenges faced by postsecondary students with autism spectrum disorder...
October 1, 2017: Autism: the International Journal of Research and Practice
https://www.readbyqxmd.com/read/29020804/multi-informant-assessment-of-transition-related-skills-and-skill-importance-in-adolescents-with-autism-spectrum-disorder
#4
Kara Hume, Jessica Dykstra Steinbrenner, John Sideris, Leann Smith, Suzanne Kucharczyk, Kate Szidon
Adolescents with autism spectrum disorder have limited participation in the transition planning process, despite the link between active participation and an improvement in postsecondary education and employment outcomes. The Secondary School Success Checklist was designed to support transition planning for adolescents with autism spectrum disorder by incorporating their own assessments of strengths, skill deficits, and prioritization for instruction along with those of their parents and teachers across multiple skill domains...
October 1, 2017: Autism: the International Journal of Research and Practice
https://www.readbyqxmd.com/read/29020791/parents-and-young-adults-perspectives-on-transition-outcomes-for-young-adults-with-autism
#5
Collette Sosnowy, Chloe Silverman, Paul Shattuck
Existing research shows that young adults with autism spectrum disorder have poorer outcomes than their peers with other developmental disabilities in the key areas of independent living, postsecondary education, and employment. However, we understand little about how young adults with autism and their families understand and value outcomes and whether these indicators match their goals and aspirations. We interviewed parents (n = 21) and young adults with autism spectrum disorder (n = 20) about their experiences with the transition to adulthood to understand what they consider to be desirable outcomes and how they seek to achieve them...
October 1, 2017: Autism: the International Journal of Research and Practice
https://www.readbyqxmd.com/read/29019631/disparities-in-life-course-outcomes-for-transition-aged-youth-with-disabilities
#6
Kruti Acharya, Regina Meza, Michael E Msall
Close to 750,000 youth with special health care needs transition to adult health care in the United States every year; however, less than one-half receive transition-planning services. Using the "F-words" organizing framework, this article explores life course outcomes and disparities in transition-aged youth with disabilities, with a special focus on youth with autism, Down syndrome, and cerebral palsy. Despite the importance of transition, a review of the available literature revealed that (1) youth with disabilities continue to have poor outcomes in all six "F-words" domains (ie, function, family, fitness, fun, friends, and future) and (2) transition outcomes vary by race/ethnicity and disability...
October 1, 2017: Pediatric Annals
https://www.readbyqxmd.com/read/28834314/bridging-secondary-and-postsecondary-leadership-experiences-a-toolkit-for-leadership-learning-facilitators
#7
Jackie Bruce, Carrie Ann Stephens
This chapter examines the scaffolding of leadership learning and development in student organizations from secondary to postsecondary institutions and explores ways that high school and collegiate advisors can better integrate efforts to help emerging student leaders make the transition from involvement and leadership development from one environment to the other.
September 2017: New Directions for Student Leadership
https://www.readbyqxmd.com/read/28685409/development-of-a-college-transition-and-support-program-for-students-with-autism-spectrum-disorder
#8
Susan W White, Rebecca Elias, Nicole N Capriola-Hall, Isaac C Smith, Caitlin M Conner, Susan B Asselin, Patricia Howlin, Elizabeth E Getzel, Carla A Mazefsky
Empirically based, consumer-informed programming to support students with Autism Spectrum Disorder (ASD) transitioning to college is needed. Informed by theory and research, the Stepped Transition in Education Program for Students with ASD (STEPS) was developed to address this need. The first level (Step 1) supports high school students and the second level (Step 2) is for postsecondary students with ASD. Herein, we review the extant research on transition supports for emerging adults with ASD and describe the development of STEPS, including its theoretical basis and how it was informed by consumer input...
July 6, 2017: Journal of Autism and Developmental Disorders
https://www.readbyqxmd.com/read/28422626/navigating-the-hidden-curriculum-of-higher-education-for-postsecondary-students-with-intellectual-disabilities
#9
Lucretia A Berg, Tracy Jirikowic, Katie Haerling, Ginger MacDonald
Students with intellectual and/or developmental disabilities (IDD) increasingly pursue postsecondary education (PSE). Navigating the hidden curriculum-including meeting prerequisites for PSE and employment, using support systems and community transportation, and carrying out adulthood expectations-is an area of challenge. This exploratory case study examined experiences of students with IDD attending a PSE program and stakeholder perspectives. Thirty-two participants (10 students with IDD, 5 parents or guardians, 4 college administrators, 8 college instructors, 4 occupational therapists, and a transition specialist) were interviewed...
May 2017: American Journal of Occupational Therapy: Official Publication of the American Occupational Therapy Association
https://www.readbyqxmd.com/read/28422625/characteristics-of-students-receiving-occupational-therapy-services-in-transition-and-factors-related-to-postsecondary-success
#10
Maria M Eismann, Rebecca Weisshaar, Cristina Capretta, Dennis S Cleary, Anne V Kirby, Andrew C Persch
OBJECTIVE: This study had a twofold purpose: (1) identify the characteristics of people with disabilities who received occupational therapy services during their transition to adulthood and (2) determine factors associated with their successful postsecondary transition. METHOD: This study was a secondary analysis of National Longitudinal Transition Study-2 data. Data analyses include descriptive statistics, binary logistic regression, and simple linear regression...
May 2017: American Journal of Occupational Therapy: Official Publication of the American Occupational Therapy Association
https://www.readbyqxmd.com/read/28314458/facilitating-transition-from-high-school-and-special-education-to-adult-life-focus-on-youth-with-learning-disorders-attention-deficit-hyperactivity-disorder-and-speech-language-impairments
#11
REVIEW
Lee I Ascherman, Julia Shaftel
Youth with learning disorders, speech/language disorders, and/or attention-deficit/hyperactivity disorder may experience significant struggles during the transition from high school to postsecondary education and employment. These disorders often occur in combination or concurrently with behavioral and emotional difficulties. Incomplete evaluation may not fully identify the factors underlying academic and personal challenges. This article reviews these disorders, the role of special education law for transitional age youth in public schools, and the Americans with Disabilities Act in postsecondary educational and employment settings...
April 2017: Child and Adolescent Psychiatric Clinics of North America
https://www.readbyqxmd.com/read/28255760/autism-goes-to-college-understanding-the-needs-of-a-student-population-on-the-rise
#12
Rebecca Elias, Susan W White
Understanding the needs of adolescents and emerging adults with Autism Spectrum Disorder (ASD) with respect to transition to postsecondary education is critical to development of user-informed transition programming. Parents of adolescents and emerging adults with ASD (n = 52) and ADHD (n = 47) completed an online survey. Social interaction training and independent living training were services frequently requested by parents in the ASD group. Additionally, parents of postsecondary students with ASD endorsed distinct challenges with self-advocacy, managing emotions, and managing personal/adaptive skills relative to postsecondary students with ADHD...
March 2, 2017: Journal of Autism and Developmental Disorders
https://www.readbyqxmd.com/read/28182468/public-provision-of-postsecondary-education-for-transition-age-youth-with-mental-health-conditions
#13
Todd C Honeycutt, Priyanka Anand, Max Rubinstein, Steven N Stern
OBJECTIVE: We examine the role of state vocational rehabilitation (VR) agencies (SVRA) in providing postsecondary education support to transition-age youth with and without mental health conditions (MHC) to provide insights into who receives such supports and the association between the receipt of postsecondary education support and successful VR exits. METHOD: We used data from SVRA administrative records (fiscal years 2002 through 2013) for a secondary analytical approach that relied on descriptive and regression methods, resulting in the identification of 436,883 VR youth clients who applied from 2002 to 2004...
June 2017: Psychiatric Rehabilitation Journal
https://www.readbyqxmd.com/read/28181884/implementing-a-udl-framework-a-study-of-current-personnel-preparation-practices
#14
LaRon A Scott, Colleen A Thoma, Lauren Puglia, Peter Temple, Allison D'Aguilar
Young adults with intellectual disability (ID) continue to experience the least successful postschool outcomes among transition-aged youth ( Sanford et al., 2011 ). Experts disagree on the most effective approach to improve outcomes such as employment, postsecondary education, and community living. In 2015, the National Goals Conference brought together educational researchers to set an agenda to guide the field in terms of research, practice, and policy ( Thoma, Cain, & Walther-Thomas, 2015 ). One of their recommendations, based on promising research and practices, urged the field to identify effective personnel preparation and professional development practices that ensure general and special educators can implement a UDL framework ( Thoma, Cain, et al...
February 2017: Intellectual and Developmental Disabilities
https://www.readbyqxmd.com/read/27815232/enhancing-self-efficacy-for-help-seeking-among-transition-aged-youth-in-postsecondary-settings-with-mental-health-and-or-substance-use-concerns-using-crowd-sourced-online-and-mobile-technologies-the-thought-spot-protocol
#15
David Wiljer, Alexxa Abi-Jaoude, Andrew Johnson, Genevieve Ferguson, Marcos Sanches, Andrea Levinson, Janine Robb, Olivia Heffernan, Tyson Herzog, Gloria Chaim, Kristin Cleverley, Gunther Eysenbach, Joanna Henderson, Jeffrey S Hoch, Elisa Hollenberg, Huan Jiang, Wanrudee Isaranuwatchai, Marcus Law, Sarah Sharpe, Tim Tripp, Aristotle Voineskos
BACKGROUND: Seventy percent of lifetime cases of mental illness emerge prior to age 24. While early detection and intervention can address approximately 70% of child and youth cases of mental health concerns, the majority of youth with mental health concerns do not receive the services they need. OBJECTIVE: The objective of this paper is to describe the protocol for optimizing and evaluating Thought Spot, a Web- and mobile-based platform cocreated with end users that is designed to improve the ability of students to access mental health and substance use services...
November 4, 2016: JMIR Research Protocols
https://www.readbyqxmd.com/read/27767948/experiences-of-veterans-transitioning-to-postsecondary-education
#16
Brian T Gregg, Dana M Howell, Anne Shordike
An increasing number of U.S. military veterans are entering postsecondary education with problems attributed to deployed military service. The primary objective of this research was to describe the lived experiences of student veterans transitioning from active military service to postsecondary education. Phenomenological interviews were performed with 13 student veterans who had transitioned from military deployment to postsecondary education. An overall essential meaning of "emerging in college culture" was manifested from three themes, supported by rich textural and structural descriptions of student veterans' experiences: (1) repurposing military experiences for life as a student veteran, (2) reconstructing civilian identity, and (3) navigating postsecondary context and interactions...
November 2016: American Journal of Occupational Therapy: Official Publication of the American Occupational Therapy Association
https://www.readbyqxmd.com/read/27262124/students-with-autism-spectrum-disorder-in-college-results-from-a-preliminary-mixed-methods-needs-analysis
#17
Susan W White, Rebecca Elias, Carlos E Salinas, Nicole Capriola, Caitlin M Conner, Susan B Asselin, Yasuo Miyazaki, Carla A Mazefsky, Patricia Howlin, Elizabeth E Getzel
BACKGROUND: There is a growing call for empirically based programming to support the success of students with autism spectrum disorder (ASD) as they transition to college. AIMS: The purpose of this study was to identify the needs and challenges faced by adolescents and young adults with ASD in postsecondary education. METHODS: A mixed methods approach was taken to explore the needs of college-bound and college-enrolled students with ASD. Primary stakeholders (i...
September 2016: Research in Developmental Disabilities
https://www.readbyqxmd.com/read/27226259/supporting-mentors-working-with-students-with-intellectual-disabilities-in-higher-education
#18
Amanda M Giust, Diana M Valle-Riestra
Project Panther LIFE is an inclusive postsecondary transition program for students with intellectual disabilities providing university access and participation with the primary goal of employment at program completion. Students in the program receive support from their academic mentors and peer coaches during the academic year. This study examines the skills and activities mentors use during their weekly sessions with students with intellectual disabilities and identifies areas in which mentors may require further support or training...
January 1, 2016: Journal of Intellectual Disabilities: JOID
https://www.readbyqxmd.com/read/27065508/professional-and-youth-perspectives-on-higher-education-focused-interventions-for-youth-transitioning-from-foster-care
#19
Amy M Salazar, Stephanie S Roe, Jessica S Ullrich, Kevin P Haggerty
Youth transitioning from foster care to adulthood access and succeed in college at much lower rates than the general population. A variety of services exist to support youth with their postsecondary goals, but few if any have evidence for their effectiveness. As part of a National Institute on Drug Abuse-funded intervention development project to design Fostering Higher Education, a structured, testable postsecondary access and retention intervention for youth transitioning from foster care to adulthood, focus groups were conducted with community stakeholders to collect recommendations for how to most effectively structure the intervention...
May 2016: Children and Youth Services Review
https://www.readbyqxmd.com/read/26806091/special-needs-scholastic-disability-accommodations-from-k-12-and-transitions-to-higher-education
#20
Vivien Chan
The number of students entering post-secondary education with already diagnosed disabilities is on the rise and mirrors the percentage of children in primary and secondary public schools with registered disabilities. Requirements governed by civil rights laws fundamentally change when comparing the support schools have to provide to students during primary and secondary school with disability access in postsecondary higher education. Psychiatrists may be asked to assist with scholastic disability at any stage of education and need to know about available supports and the parameters of disability in schools...
February 2016: Current Psychiatry Reports
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