Students With Intellectual Disabilities

Baer, Robert; Daviso, Alfred W.; Flexer, Robert W.; Queen, Rachel McMahan; Meindl, Richard S.

doi:10.1177/0885728811399090

Cited by 63 publications

(41 citation statements)

References 10 publications

(27 reference statements)

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“…Their impact on outcomes is only an indirect one which happens through adaptive behavior and parent expectations. This finding extends previous literature regarding these demographic factors which has suggested that they predict outcomes (Baer et al, 2011;Fleming & Fairweather, 2012;Sima et al, 2015), although none of those studies included measures of adaptive behavior or parent expectations. Our findings suggest that, rather than directly affecting outcomes, these demographic factors are one step in a more complex process along a pathway that determines outcomes for youth with ID, and that the direct relationship from demographic factors to outcomes disappears with the addition of adaptive behavior and parent expectations.…”

Section: Department Ofsupporting

confidence: 83%

The Role of Adaptive Behavior and Parent Expectations in Predicting Post-School Outcomes for Young Adults with Intellectual Disability

Dell’Armo

Tassé

2018

J Autism Dev Disord

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This study examined the role of parent expectations and adaptive behavior in predicting outcomes for youth with intellectual disability. The study addresses the following research aims: (1) Describe post-school outcomes and parent expectations for individuals with mild and moderate/severe intellectual disability, (2) Determine the relationship of adaptive functioning and parent expectations to post-school outcomes (i.e., postsecondary education, employment, and independent living) for individuals with intellectual disability, and (3) Compare these relationships to the ones that have been identified in previous research on autism spectrum disorder and determine whether these constructs operate similarly or differently in a sample with intellectual disability. Data from the National Longitudinal Transition Study-2 (NLTS2) was used to address these aims. A sample of students with intellectual disability, but without a co-occurring autism spectrum disorder, were selected for inclusion in the study. Four latent variables were created using data from Waves 1, 2, and 5 of data collection: demographic factors, adaptive behavior, parent expectations, and post-school outcomes. Structural equation modeling was used to test structural models of the relationships between these constructs. Results indicate that post-school outcomes for youth with intellectual disability are worse than outcomes for youth with other types of disabilities overall, and that outcomes for those with moderate/severe intellectual disability are significantly worse than for those iii with mild intellectual disability. Results from structural equation modeling indicate that, for youth with intellectual disability, adaptive behavior is more important than parent expectations in predicting post-school outcomes. The relationship between these variables appears different for those with intellectual disability than for other types of disabilities, such as autism spectrum disorder. Results support the conclusion that adaptive behavior plays a critical role in post-school success for individuals with intellectual disability and that parent expectations alone are insufficient to ensure positive outcomes for youth with poor adaptive skills. Implications for clinical practice and future research are discussed. First and foremost, I would like to thank my advisor, Marc J. Tassé, for his constant guidance and support on this project and throughout my graduate career as a whole. I am also grateful to my committee members, Dr. Susan Havercamp and Dr. Andrew Persch, for their insightful comments and feedback throughout this process. I would additionally like to thank Dr. Persch for graciously allowing me access to the NLTS2 data through his restricted-use license, without which this project would have been impossible. I also extend sincere gratitude to Dr. Anne Kirby, who answered my countless questions about NLTS2 data and has been a wonderful source of support. Thank you to Dr. Robert Cudeck and Nicholas Rockwood for the constant guidance, advice, and encouragement ...

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Section: Department Ofsupporting

confidence: 83%

The Role of Adaptive Behavior and Parent Expectations in Predicting Post-School Outcomes for Young Adults with Intellectual Disability

Dell’Armo

Tassé

2018

J Autism Dev Disord

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“…Education, however, does not affect the chances of being employed among persons with intellectual disability. This is confirmed by the finding of Baer et al (2011). Although, emotionally disabled persons have higher employment probability, they do not have the highest educational attainment among the types of PWDs.…”

Section: Logit Regression For Determinant Of Employment In Ghanasupporting

confidence: 53%

Employment status and educational attainment among disabled Ghanaians

Afoakwah¹,

Dauda²

2016

WIDER Working Paper

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“…Of the 22 studies, 11 were exploratory, seven were a priori, and four were a priori with PSA. Of the 22 studies, one examined data from the Educational Longitudinal Study of 2002(i.e., Rojewski et al, 2014, five studies examined data from state-level databases (i.e., Daviso et al, 2016;Flexer et al, 2011;Rabren et al, 2014;Simonsen & Neubert, 2013), and 16 studies examined data from the NLTS2 database (e.g., Cmar, 2015;Connors et al, 2014;Petcu et al, 2017;Shogren et al, 2017). The current review included no additional evidence for six predictors (i.e., career awareness, community experiences, interagency collaboration, occupational courses, parent involvement, travel skills) and additional evidence for 14 predictors.…”

Section: Resultsmentioning

confidence: 97%

“…Of the remaining 34 studies, two (i.e., Flexer et al, 2011) were included in Haber et al (2016). These two studies were included as part of this review because they had not been reviewed for quality or included as part of the predictor research base identified by or Mazzotti et al (2016).…”

Section: Selection Procedures Inclusion/exclusion Criteriamentioning

confidence: 99%

Secondary Transition Predictors of Postschool Success: An Update to the Research Base

Mazzotti

Rowe

Kwiatek

et al. 2020

Career Development and Transition for Exceptional Individuals

175

174

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Research suggests youth with disabilities are less likely to experience positive outcomes compared to peers without disabilities. Identification of in-school predictors of postschool success can provide teachers (e.g., special education, general education, career technical education), administrators, district-level personnel, and vocational rehabilitation counselors with information to design, evaluate, and improve transition programs. The purpose of this systematic literature review was to examine secondary transition correlational literature to identify additional evidence to support existing predictors and identify new predictors of postschool success. Results provided additional evidence for 14 existing predictors and identified three new predictors. Limitations and implications for research, policy, and practice are discussed.

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Students With Intellectual Disabilities

Cited by 63 publications

References 10 publications

The Role of Adaptive Behavior and Parent Expectations in Predicting Post-School Outcomes for Young Adults with Intellectual Disability

The Role of Adaptive Behavior and Parent Expectations in Predicting Post-School Outcomes for Young Adults with Intellectual Disability

Employment status and educational attainment among disabled Ghanaians

Secondary Transition Predictors of Postschool Success: An Update to the Research Base

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