Adaptive Behavior of Adults and Young Adults with Learning Disabilities

Weller, Carol; Watteyne, Lisa; Herbert, Michael; Crelly, Clifford

doi:10.2307/1511125

Cited by 15 publications

(9 citation statements)

References 37 publications

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“…Less successful adolescents with disabilities do not understand the impact of their disability and have difficulty identifying their strengths and weaknesses (NJCLD, 1994;Shin, 1998;Whinnery, 1992), difficulty advocating for themselves (Aune & Friehe, 1996;Gajar, 1998;Price, 2002;Ryan, 2000), low self-esteem (Cowen, 1993;Price, 2002), and low self-efficacy (Bos & Vaughn, 1998;Cowen, 1993;Weller, Watteyne, Herbert, & Crelly, 1994). They may not be able to appraise accurately the reality of the academic setting (Strauser et al, 1998) and tend to overestimate their academic skills (Rojewski, 1999).…”

Section: Personal Attributesmentioning

confidence: 99%

Academic Preparation of Adolescents With Disabilities for Postsecondary Education

Hitchings

Retish

Horvath

2005

Career Development for Exceptional Individuals

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This study assesses the preparation of high school students with disabilities for postsecondary education. Transition planning information for 110 students from Grades 10 through 12 was reviewed. We found that (a) interest in attending postsecondary education declined from 77% to 47% over a 3-year period, (b) only four students had 4-year plans leading to postsecondary education, and (c) students were not enrolled in college preparatory classes or were transferred from college preparatory classes despite the students' expressed interest in postsecondary education. Recommendations are presented to address the continuing problem of preparing students with disabilities for postsecondary education.

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Section: Personal Attributesmentioning

confidence: 99%

Academic Preparation of Adolescents With Disabilities for Postsecondary Education

Hitchings

Retish

Horvath

2005

Career Development for Exceptional Individuals

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“…Regardless of how these problems are defined, their psychiatric and psychosocial consequences include depression, loneliness, suicide, and delinquency (Arnold et al, 2005; Bender & Wall, 1994; Maughan, Pickles, Hagell, Rutter, & Yule, 1996). Furthermore, the literature suggests that such psychiatric problems exacerbate difficulties inherent in LDs themselves (such as academic performance) and may lead to serious negative outcomes in later life (Weller, Wattenyne, Herbert, & Crelly, 1994).…”

mentioning

confidence: 99%

Criminal Offending and Learning Disabilities in New Zealand Youth

Rucklidge

McLean

Bateup³

2009

Crime & Delinquency

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Sixty youth (16-19 years) from two youth prison sites participate in a prospective study examining criminal offending and learning disabilities (LD), completing measures of estimated IQ, attention, reading, and mathematical and oral language abilities. Prevalence rates of LDs exceed those of international studies, with 91.67% of the offenders showing significant difficulties in at least one area of achievement (defined as 1 SD or more below the normative mean), the mean reading comprehension score falling at the 4th percentile. Four years post assessment, recidivism rates among released youth (n = 51) are investigated. After the investigators control for other known risk factors (including delinquency and estimated IQ), reading comprehension predicts future offending across measures, capturing rate, seriousness, and persistence of offending post release.

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“…possess sufficient intellectual strengths to think abstractly and process information critically" (p. 96). 27 Emphasis in a learning strategies program is on how to learn (i.e., process) rather than what to learn (i.e., product). Learning strategies allow students to make changes in response to immediate concerns but also to generalize to other situations.…”

Section: Interventionmentioning

confidence: 99%

Service Delivery Options for Secondary Students with Language Disorders

2003

Semin Speech Lang

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Numerous adolescents are still undetected, unserved, and underserved by speech-language pathologists, resulting in astronomical financial and psychological costs to them and society. The purpose of this article is to provide an overview of past and present service delivery options for adolescents with language disorders. Before illustrating the authors' recommended model, the following background is provided: an overview of the three stages of adolescent development, characteristic expectations and problems for older students with language disorders, and a rationale for adolescent speech-language services. The comprehensive service delivery model for secondary-level speech-language students, designed and reported by the authors, consists of six components: information dissemination, identification, assessment, program planning, intervention, and follow-up. Some of the unique features of the comprehensive model are presenting services as a course for credit, providing grades, and using supportive course titles such as Individualized Communication Class.

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Adaptive Behavior of Adults and Young Adults with Learning Disabilities

Cited by 15 publications

References 37 publications

Academic Preparation of Adolescents With Disabilities for Postsecondary Education

Academic Preparation of Adolescents With Disabilities for Postsecondary Education

Criminal Offending and Learning Disabilities in New Zealand Youth

Service Delivery Options for Secondary Students with Language Disorders

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