BACKGROUND: Promoting the Readiness of Minors in Supplemental Security Income (PROMISE) is a U.S. Department of Education federal demonstration grant in collaboration with Health and Human Services, Labor, and the Social Security Administration. Wisconsin PROMISE is one of six model demonstration sites. OBJECTIVE: Through state inter-agency collaboration, the Wisconsin Division of Vocational Rehabilitation implemented Wisconsin PROMISE coordinated services and supports to youth with disabilities receiving supplemental security income (SSI) benefits and their families to improve education and career and financial self-sufficiency outcomes. METHODS: Wisconsin PROMISE enrolled 2,024 youth with disabilities receiving SSI benefits and their families who were randomly assigned to usual services or PROMISE services. RESULTS: Early data indicates positive results regarding engagement, employment, and earnings outcomes. Wisconsin PROMISE youth employment rates went from 1% in 2013 to 67% in 2018, 10-percentage points higher than observed with the control group. CONCLUSION: An overview of early findings from the Wisconsin PROMISE project site related to VR engagement, employment, and earnings outcomes of youth and family participants provides lessons learned that can be applied to VR practice.
BACKGROUND: Promoting the Readiness of Minors in Supplemental Security Income (PROMISE) is a federal demonstration grant funded by the U.S. Department of Education in collaboration with Health and Human Services, Labor, and the Social Security Administration. Wisconsin PROMISE is one of six model demonstration sites. OBJECTIVE: This analysis was conducted to help illustrate the estimated costs and potential savings associated with supporting transition-age youth receiving Supplemental Security Income (SSI) achieve competitive, integrated employment. RESULTS: While not all youth achieve earnings at substantial levels, the research clearly indicates that providing opportunities for employment during the transition age years increases the likelihood of employment in adulthood. Additionally, youth with access to coordinated services and supports are more likely to be employed at higher rates, preparing them for improved employment and earnings trajectories into adulthood. CONCLUSION: Two options are presented, and the integration of employment-focused targeted outreach and case management and/or family navigator advocates is recommended for all transition-age youth receiving SSI and their families.
Life after high school for students with intellectual and/or developmental disabilities (IDD) looks very different from the lives of their peers without disabilities (Aron & Loprest, 2012; Newman, Wagner, Cameto, Knokey, & Shaver, 2010). Disparities for youth with IDD exist in rates of postschool competitive employment (Gold, Fabian, & Luecking, 2013). For example, secondary analyses of data from the National Longitudinal Transition Study-2 (NLTS2) found that just 27.9% of young adults with significant intellectual disability, autism, and multiple disabilities were employed up to 2 years after leaving high school (Carter, Austin, & Trainor, 2012). Simonsen (2010) found that just 14.2% of young adults with IDD worked in integrated jobs with competitive wages. Early work experiences are also limited. In a study involving more than 130 high school students with IDD, only 16% had paid community employment, compared with the 66% employment rate of youth without disabilities in the same communities during the same time period (Carter et al., 2010). Thus, the challenge of equipping and supporting students with IDD for adult life and meaningful employment is a pressing issue for many communities. At the same time, federal legislation and public policies mandate that the education system implement changes to address poor postschool outcomes. Transition planning requirements added to the Individuals With Disabilities Education Act Amendments of 1997 (IDEA), the Individuals With Disabilities Education Improvement Act of 2004, and the School-to-Work Opportunities Act of 1994 all called for improved transition planning, career development opportunities, and greater levels of inclusion to advance outcomes (Mazzotti, Test, & Mustian, 2014). Increased impetus on the public education system to facilitate positive outcomes through community employment experiences and high 739406D PSXXX10.
The purpose of this article is to acknowledge the gap between research and practice in vocational rehabilitation (VR) and provide strategies for VR counselors to help bridge that gap. Evidence-based practice (EBP) and knowledge translation (KT) are two concepts that help the implementation of research into practice and have been adopted in health care and other related fields for many years. Although most research supports the implementation of these theories in health care settings, it is a fairly new concept in vocational rehabilitation. Many barriers, such as inadequate time, limited access to technology and research, and caseload size can inhibit the implementation of EBP and KT for VR counselors. The Knowledge-to-Action (KTA) framework helps to overcome some of these barriers and facilitate counselors' abilities to acquire, apply, and share knowledge and evidence-based approaches. More strategies for facilitating KT and EBP implementation for VR counselors are reviewed.
BACKGROUND: Work incentive benefits counseling has been shown to be a promising practice in vocational rehabilitation and has had a demonstrated impact on positive employment outcomes for adults with disabilities (Wilhelm & McCormick 2013). OBJECTIVE: In this study, the Wisconsin Promoting the Readiness of Minors in Supplemental Security Income (PROMISE) demonstration project implemented a new model of work incentive benefits counseling targeting transition-age youth receiving Supplemental Security Income (SSI) benefits including their families. METHODS: PROMISE youth and families received work incentive benefits counseling through a consultative approach and impact on employment outcomes were assessed. RESULTS: Preliminary results indicate that youth who received work incentives benefits counseling (N = 535) had significantly higher work activity and explored a greater number of job opportunities, than youth who did not receive benefits counseling (N = 476). Additionally, 81% of PROMISE treatment youth with earnings above the Substantial Gainful Activity (SGA) level had met with a benefits specialist at least once. CONCLUSION: This study contributes to the growing evidence demonstrating that work incentives benefits counseling positively influences employment and earnings outcomes for low-income transition-age youth with disabilities. Youth and families preferred the consultation approach, providing information as needed and meeting families where they were at.
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