Individual Skill Predictors of the School- and Career-Related Adjustment of Adolescents With Disabilities

Abstract

In this investigation, the authors examine the relationship between individual skills (i.e., career locus of control [LOC], social skills [SOC], and social problem–solving skills [SPSS]) and the school- and perceived career–related adjustment of 211 students with disabilities. Data pertaining to individual skills were gathered from student reports, and data pertaining to adjustment were gathered from student and teacher perceptions. Results of hierarchical regression analyses indicated that together LOC, SOC, and SPSS accounted for a significant amount of variance in student- and teacher-rated school- and career-related adjustment after controlling for disability type. Evaluation of individual predictors indicated that the strength of these associations varied according to data source and the specific predictor under study.

Contribution of Personality to Self-Efficacy and Outcome Expectations in Selecting a High School Major Among Adolescents With Learning Disabilities

“…Although we have anticipated similar associations between the key variables (self-efficacy and expected outcomes) involved in choosing a high school major, as found among adolescents without LD (Brown & Cinamon, 2014), the unique challenges and consistently reported low self-beliefs characteristic of adolescents with LD (Pinkney et al, 2012) raise an important question regarding the factors impacting these variables.…”

“…Studies on the career decision-making process of adolescents with LD are ambiguous; most studies have characterized them as having poorer decision-making skills, lower levels of self-efficacy in making vocational decisions, lower career outcome expectations, and poorer vocational identities, compared with their normative peers (see Lusk & Cook, 2009; Pinkney et al, 2012; Solberg et al, 2012). However, other studies have indicated that many students with LD successfully graduate from higher education institutions and report high or similar self-perceptions, in comparison with their normative peers (Blake & Rust, 2002; Talmor & Kayam, 2006).…”

“…This decision may also have implications regard-ing adolescents’ developing skills, such as coping with indecision, planning, and confidence (Stringer, Kerpelman, & Skorikov, 2012). As for learning-disabled adolescents, they are likely to demonstrate lower levels of these important capacities, especially decisiveness and planning (Pinkney, Murray, & Lind, 2012), and therefore, this stage may be particularly crucial for them.…”

Transition Program: The Challenges Faced by Special Needs Students in Gaining Work Experience

“…The commitment to understand and provide the essential needs and support the students physically, socially and also emotionally were important component to build healthy work environment for the students' well-being. As Pinkney, Murray, and Lind (2012) suggested that to improve student functioning across multiple context, individual skills that are predictive of functioning across multiple domains should be focused during the training session.…”

Supporting the Transition Needs of Secondary Students with Disabilities: Suggested Roles for School Psychologists

“…Data collected about social-emotional and adaptive behavior functioning are equally relevant to transition planning. Strong interpersonal skills among IWD, for example, are highly valued by employers (Ju, Zhang & Pacha, 2012) and are associated with good work habits and higher rates of employment (Benz,Yovanoff & Doren, 1997;Pinkney, Murray & Lind, 2012). Further, certain behavior patterns and personality attributes tend to predict success in life.…”