Providing supports to youth with disabilities transitioning to adulthood: Case descriptions from the Youth Transition Demonstration

Luecking, Richard; Wittenburg, David

doi:10.3233/jvr-2009-0464

Cited by 46 publications

(37 citation statements)

References 14 publications

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“…The Youth Transition Demonstration (YTD), conducted by the Social Security Administration (SSA), offered some case-based evidence for success and failure in the transition process (Luecking and Wittenburg, 2009). This program was set up for youth age 14-25 and provided a range of different types of services and interventions to assess their effectiveness in the longterm transition process.…”

Section: Evidence-based Practices In Transitionmentioning

confidence: 99%

The impact of vocational training on transition-aged adults

Carlo

Dwyer²

2018

JMHTEP

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Purpose The purpose of this paper is to examine the difference in attaining and maintaining employment between transition age youth (ages 19–22) with emotional and behavioral disorders (EBDs) completing and not completing vocational training. Design/methodology/approach A quantitative causal-comparative research design using existing data extracted from the National Longitudinal Transitional Study-2 (NLTS-2) via a restricted data use license issued by the National Center Special Education Research, Institution of Education Sciences, US Department of Education. One-way ANCOVA and multiple regression analysis with one independent variable and six control variables were used for the study. Findings The results showed there is a significant difference in employment status between transition age youth with EBDs completing vocational training as compared to non-completion of vocational training, controlling for gender, race, age, mental health services, academic achievement and prior work experience. Individuals who completed vocational training are more likely employed after two years, than those who had not completed vocational training. Originality/value The outcomes of the study showed that vocational training during the transitional period had a positive impact on outcomes such as employment status, participation in job skills programs and perceived preparedness for employment. These findings support the idea that vocational training during the secondary school period is an effective way to scaffold support for the transitional period. As a result, these findings justify the use of vocational training as part of the transitional preparation for students with emotional and behavioral disorders.

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Section: Evidence-based Practices In Transitionmentioning

confidence: 99%

The impact of vocational training on transition-aged adults

Carlo

Dwyer²

2018

JMHTEP

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“…This trend of poor employment outcomes has been shown to extend to transition-age youth with disabilities. Young people with disabilities have historically had lower employment rates compared to their counterparts without disabilities (Luecking & Wittenburg, 2009;McDonough & Revell, 2010). This employment gap widens even further when looking at transitionage youth receiving Social Security Administration (SSA) benefits (Kregel, 2012;Luecking & Wittenburg, 2009).…”

Section: Introductionmentioning

confidence: 99%

The impact of work incentives benefits counseling on employment outcomes of transition-age youth receiving Supplemental Security Income (SSI) benefits

Schlegelmilch

Roskowski

Anderson³

et al. 2019

JVR

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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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“…The mandate in special education beginning at age 16 from IDEA is to prepare youth for "further education, employment, and independent living" (20 USC, § 1400 (33)(c)(1)). However, students with ID continue to fall behind, and are more likely to be unemployed or underemployed in comparison with their peers without disabilities (Johnson, Mellard, & Lancaster, 2007), and thus are at risk for indefinite poverty (Luecking & Wittenberg, 2009). Outcomes for minority youth with disabilities and youth with more significant disabilities are even more dismal (Estrada-Hernandez, Wadsworth, Nietupski, Warth, & Winslow, 2008;Fabian, 2007;Luecking & Fabian, 2000;National Center on Secondary Education and Training, 2003;Noyes & Sax, 2004).…”

Section: Introductionmentioning

confidence: 99%

One State's Initiative to Increase Access to Higher Education for People With Intellectual Disabilities

Mock

Love

2012

Policy Practice Intel Disabi

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This article focuses on a state‐based initiative to engage youth with intellectual disabilities (ID), their families, universities, schools, agencies, and funders in improving access to inclusive postsecondary education (PSE). As opportunities in higher education for students with ID continue to increase across United States, there are differing interpretations of federal and local policies that guide PSE initiatives. Regional interpretations of vocational and educational policies affect the services and supports students receive. During four regionally based summits in one U.S. state, stakeholders participated in a qualitative study to explore statewide policies, practices, and beliefs about access to higher education for students with ID. Participants discussed how to increase opportunities throughout the state—particularly how to address existing service, support, and attitudinal barriers, and determine options that currently exist for students. Using a qualitative approach, common themes among stakeholders were identified, such as improving access to information for families, enhancing collaborations with agencies and schools, and advocating for access to college courses and appropriate academic supports. Results indicate that throughout the state, tension exists between local and state level policy implementation. Inconsistent interpretation and implementation have led to more restrictive, less inclusive college‐based options.

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Providing supports to youth with disabilities transitioning to adulthood: Case descriptions from the Youth Transition Demonstration

Cited by 46 publications

References 14 publications

The impact of vocational training on transition-aged adults

The impact of vocational training on transition-aged adults

The impact of work incentives benefits counseling on employment outcomes of transition-age youth receiving Supplemental Security Income (SSI) benefits

One State's Initiative to Increase Access to Higher Education for People With Intellectual Disabilities

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