A comparison of successful and unsuccessful placements of youths with mental handicaps into competitive employment

Heal, Laird W.; González, Patricia; Rusch, Frank R.; Copher, Janell I.; DeStefano, Lizanne

doi:10.1080/09362839009524753

Cited by 22 publications

(16 citation statements)

References 8 publications

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“…This study revealed that individual competencies and family characteristics were salient predictors of postschool employment. Heal et al (1990) also found that personal characteristics and support from parents were helpful in securing employment. These data, however, do not support the conclusion by Hasazi et al (1985) and Wehman et al (1985) that vocational training increases the likelihood of employment.…”

Section: Discussionmentioning

confidence: 91%

“…Given the considerable literature that attests to the importance of social skills in maintaining employment, one could argue that the proxies for maladaptive behavior (admitted arrests, school suspension, mental health therapy, and school absences) were too few or too oblique to actual problem behaviors to evince detectable prediction. On the other hand, this anomaly may be only apparent: transition placement staff surveyed by Heal et al (1989Heal et al ( , 1990 reported that job and personal skills were critical in securing employment and that behavior problems were relevant only to dismissal. The present analysis did not address job loss per se.…”

Section: Tables Regression Coefficients (B) Multiple R-squares Partmentioning

confidence: 87%

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Predicting Employment for Students Who Leave Special Education High School Programs

Heal¹,

Rusch²

1995

Exceptional Children

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A hierarchical regression analysis featuring 35 community, family, student, and school program characteristics, entered in a controlled order, was used to assess prediction of employment. Results showed that personal characteristics (especially being male and having living skills and academic skills) dominated the prediction of postschool employment. Family income, our proxy for socioeconomic status, also contributed significantly to this prediction. School programs had minimal effect on postschool employment once student competence and family characteristics had been controlled (held constant) statistically.

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Section: Discussionmentioning

confidence: 91%

Section: Tables Regression Coefficients (B) Multiple R-squares Partmentioning

confidence: 87%

Predicting Employment for Students Who Leave Special Education High School Programs

Heal¹,

Rusch²

1995

Exceptional Children

Self Cite

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“…In studying 54 matched pairs of young adults with mental retardation (half of whom had been successfully employed for 10 or more hours per week for more than 6 months), Heal et al (1990) found that the support and services provided by employment placement agencies, parents, and employers were more extensive for those who had sustained employment. Wehman, Kregal, and Barcus (1985) found that students with disabilities who were successful in gaining employment beyond high school seldom or never used a job placement service, but relied instead on friends or family members.…”

Section: Job Placement Servicesmentioning

confidence: 99%

School-to-Work Transitions for Youth With Disabilities: A Review of Outcomes and Practices

Phelps

Hanley-Maxwell

1997

Review of Educational Research

124

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This review examined employment and postsecondary education outcomes for youth with disabilities leaving secondary schools, as well as studies of educational practices reporting high-quality outcomes. Analytical considerations included the current initiatives in educational reform that emphasize the improvement of career-related outcomes for all students and the inclusion of youth with disabilities in regular classes. While school-and employmentrelated outcomes for youth with disabilities continue to be problematic when compared with thosefor nondisabledyouth, two educational practices appear to consistently align with higher-quality outcomes for students. The promising practices that merit attention in improving programs and in advancing the knowledge base include school supervised work experiences and functionally oriented curricula in which occupationally specific skills, employ ability skills, and academic skills are systematically connected for students. The educational reform literature indicates that valued outcomes for all students are focusing more prominently on workplace and transition outcomes, and that educational practices supported with documented evidence from the secondary special education literature are viewed by many authors as promising directions for improving secondary education for all students.

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“…Social skills and the absence of asocial behaviors are positively associated with successful employment (Heal et al, 1989;Heal et al, 1990). Social interactions play a critical role in employment settings.…”

Section: Impact On Successful Employment and Community Integrationmentioning

confidence: 99%

Social Skills

Park¹,

Loman²,

Miller³

2008

Adaptive Behavior Assessment System-Ii

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A comparison of successful and unsuccessful placements of youths with mental handicaps into competitive employment

Cited by 22 publications

References 8 publications

Predicting Employment for Students Who Leave Special Education High School Programs

Predicting Employment for Students Who Leave Special Education High School Programs

School-to-Work Transitions for Youth With Disabilities: A Review of Outcomes and Practices

Social Skills

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