Video-Based Instruction (VBI) is an evidence-based practice that has been used for teaching new skills to individuals with disabilities for over two decades. VBI involves the use of pre-recorded videos to teach new skills. Benefits of VBI include flexibility in when the instruction is provided to students and allows students to receive instruction while the teacher is working with another person. A multiple baseline across participants design was used to evaluate the impact of the independent variable of VBI, upon the dependent variables of (a) the percentage of steps completed correctly to make novel calendar entries; (b) the timeliness of arriving for scheduled meetings; and (c) timeliness of completing the scheduled tasks (sending text messages). Three female students aged 25 to 31 with Autism Spectrum Disorder (ASD) living at a residential transition program for adults with ASD and Learning Disabilities participated in the study. One of three participants met criteria (80% accuracy) to correctly make novel calendar entries. Two of the three participants needed an additional prompt to meet criteria (80% accuracy) to correctly make novel calendar entries. One of three participants increased and maintained timeliness for arriving for scheduled meetings. Each participant improved the timeliness of completing the scheduled tasks (sending text messages). This study supports the effectiveness of VBI for the instruction of daily living skills to individuals with ASD. Implications for practitioners, limitations and suggestions for future research are also discussed.

Research indicates that students with learning disabilities know little about their condition. The purpose of this study was to investigate the depth and breadth of high school students' understanding of their learning disabilities. Using semi-structured individual interviews, the researcher collected, transcribed, and analyzed data to determine 12 participants' knowledge of learning disabilities, about how they learn, and about their potential to succeed in school and adult life. Results indicate varying levels of self-knowledge and varying perceptions of future success.

Transition plans and services can have positive benefits on post-school outcomes for students with intellectual disabilities (ID). School psychologists have much to contribute to the transition process, but previous studies have indicated they often have limited involvement in this domain. A national survey was conducted to assess school psychologists’ knowledge, attitudes, and behaviors in regards to transition services for students with ID. Respondents included 176 practicing school psychologists from 21 states. Based on Ajzen’s (1985) Theory of Planned Behavior (TPB), the survey used in the study focused on school psychologists’ transition-related knowledge, attitudes, and behaviors. To understand the role of school psychologists in transition services for students with ID, data collection and analyses addressed (a) the underlying factor structure of the transition survey; (b) the relationship between school psychologists’ frequency of involvement in transition services and their self-reported transition knowledge, attitudes towards transition activities, and background experiences; and (c) the relationship between school psychologists' perceived importance of transition tasks and their transition knowledge and background experiences. An exploratory factor analysis was conducted to verify the survey’s factor structure, and three factors supporting the TPB framework were identified: Knowledge, Attitude, and Behaviors. Scores for the instrument and subscales demonstrated acceptable reliability. A backward multiple regression was conducted with transition involvement as the criterion variable and respondents’ self-reported transition knowledge and attitudes, and background experiences as predictor variables. Attitude, knowledge, and previous experience with the ID population were found to be significant predictors of performance of transition tasks, accounting for 63.9% of the variance combined. A backward multiple regression also was conducted with attitudes toward transition as the criterion variable and respondents’ self-reported transition knowledge and background experiences as predictor variables. Knowledge was found to be the only significant predictor of respondents’ attitudes, accounting for 26.9% of the variance. Implications for practice and policy include increasing school psychologists’ specific knowledge of transition services and transition needs of students with ID, evaluating graduate programs and school districts’ openness towards school psychologists performing transition tasks, and advocating for special education reform to modify the roles and responsibilities of school psychologists.

Through secondary analyses of quantitative data obtained from the Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) National Coordinating Center database from the first cohort (2010-2015) of model demonstration sites in Florida, this study examined components of the postsecondary education programs for students with intellectual disabilities that are correlated with employment upon program exit. This study adds to the emergent knowledge base on inclusive higher education by identifying the programmatic components of the postsecondary education programs for students with intellectual disability most correlated with successful transition from college to employment. This information can be used to inform program development and refinement to foster employment upon exit, a worthy outcome that leads to greater quality of life. The academic access program component of inclusive coursework was found to have the strongest correlation with the post-school outcome of paid, competitive employment upon exit. This program component aligns with the established predictors of post-school success for students with disabilities (Mazzotti et al., 2016) and employment for people with intellectual disabilities (Southward & Kyzar, 2017). Areas of agreement are discussed as well as implications for a number of stakeholders.

There is an increasing population of students with ASD graduating from schools and entering adulthood. Post-school transition is particularly challenging for these young adults and they tend to exhibit unfavorable outcomes in various domains in life. The concept of self-determination has been identified to promote successful transition and adult outcomes. With its root stemming from Western ideologies, the conceptualizations and manifestations of self-determination have rarely been examined across cultures. The present study aims to examine the experiences of self-determination in young adults with ASD during their school-to-adulthood transition and directly compare their experiences across American and Chinese contexts. Individual interviews were conducted with 11 young adults with ASD in the United States and Hong Kong who exited high school within the past seven years. Results from thematic analysis revealed themes about participants’ experiences of self-determination in areas of autonomy, attainment of goals, psychological empowerment, and self-realization. Contextual factors in family, work, postsecondary education, community-based settings, and early school-age experiences were identified to influence participants’ development and expression of self-determination. Cross-cultural similarities and differences in self-determination among American and Chinese young adults with ASD were discussed in relation to various factors associated with their ecological systems. Implications of cultural-responsive understanding of self-determination for research and practice are discussed to promote better outcomes and quality of life in individuals with ASD transitioning from school to the adulthood.

“Linking Functional Skills to Educational Goals for Students with Significant Disabilities: A Professional Development Series” is an occupational therapist-developed multi-disciplinary professional development and mentorship series that helps special educators link educational standards to functional life skills to support improved post-school outcomes. The evidence-based and theoretically-grounded professional development series addresses the need for ongoing professional development for educators working with students with significant disabilities and in so doing also attempts to improve the long-standing poor post-school outcomes of this student population. A review of the literature indicated that overall, post-school outcomes continue to be poor for students with significant disabilities as they remain dependent upon their caregivers for daily living activities and are consistently under-employed, if employed at all. Content of the program will help educational staff integrate functional life skills into academic curriculum thereby supporting functional as well as academic outcomes using Alwell and Cobb’s (2009) five domains of life skills. Structure of the program will entail collaborative sessions using matrices that guide goal and curriculum development based on assessment protocols. Monthly job-embedded coaching and mentorship opportunities will align with recommendations in the literature. Local and national grant opportunities will fund the project and dissemination of program results will occur via local, state, and national conference opportunities. Such an occupation- and performance-based curriculum serves to develop young adults whose education truly results in participating and active members of their community, with decreased caregiver burden, as well as increased student self-concept and established and continuously emerging identities and roles.

Studies and reports have shown that a significant portion of young individuals with intellectual disabilities who complete their studies at special needs upper-secondary school find themselves outside the labor market. Among these, a considerable number are described as being somewhere else, i.e., not in employment, education, or daily activities. This is despite Sweden, through the ratification of the UN Convention on the Rights of Persons with Disabilities (Ds 2008:23), acknowledging their right to work on equal terms as others. The aim of this essay is to highlight the underlying reasons why young individuals with intellectual disabilities are excluded from the labor market and the reasons they find themselves in NEED (Not in Employment, Education, or Daily Activity). In a non-systematic literature review, twelve scientific articles found through PsycInfo and Libsearch were examined to address the challenges and opportunities that young individuals with intellectual disabilities face in relation to employment and work. The results were then analyzed based on theories of stigma, social justice, and developmental ecology. The findings primarily point to three reasons why young individuals with intellectual disabilities are excluded from labor markets and are in NEED: 1. stigmatization of the group, 2. structural barriers such as a complex welfare system and limited educational opportunities, and 3. difficulties in participating in today's work structure due to limited adaptive abilities.

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abstract: The purpose of this action research study was to implement and study a systematic framework for using data inquiry and collaborative teams to improve practices that affect the post-school outcomes of students with disabilities. Teams at six high schools in a large public school district participated in a multi-level intervention involving work within their teams, collaboration with other schools, use of a web-based tool to examine data, and support from district leaders. Ultimately, teams used data to identify change targets, linked those to evidence-based predictors of post-school success, and designed action plans to change practices and programs related to post-secondary transition at their schools. The researcher used a mixed methods concurrent design to explore how participants engaged in situated learning and a process of collaborative meaning- making to reflect on and change their practices. The researcher used a collaborative team survey and observations to collect data from all teams, as well as an in-depth case study of one team to collect further data through a focus group, semi-structured interviews, artifact analysis, and observations. Qualitative data analysis incorporated both inductive and deductive approaches through initial coding, focused coding, and mind mapping. Results suggested the data inquiry process enabled school teams to construct meaning about their practices, and through collaboration, they were able to develop deeper understanding of problems and solutions. A comparison of means and standard deviations of five survey constructs indicated teams placed high levels of value on collaboration within their school teams and with other school teams. Furthermore,results suggested establishing a continuous improvement process to address post- secondary transition provided structure and sustainability for examining data and making changes in practices. This work resulted in the implementation of an ongoing continuous improvement process for special education practices in a large public school district. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2016

Young adults with autism transitioning from school to adulthood are commonly described as exhibiting poor outcomes. Although there has been research efforts measuring quality of life and life satisfaction in individuals with autism, these conceptualizations of well-being are still predominantly deficit-focused and based on normalizing ideals of the dominant culture. Only by incorporating individuals with autism’s perspectives and involving their meaningful participation in research can we better understand and promote well-being among individuals with autism. The present study aims to explore young adults with autism’s ideas about well-being. I conducted a Photovoice project using a participatory action research approach with 14 young adults with autism in a post-school transition program and their three instructors. Results revealed a broad sense of young adults with autism expressing their differences while having a strong desire to be connected with others. Specifically, three themes depicted young adults’ ideas of well-being in terms of (1) showing their self-expression, understanding, and strengths as well as exhibiting personal growth and learning, (2) having close relationships with their family, friends, and animals, and (3) developing different ways of engagement and connections with the community and environment. The research process itself also supported their experiencing of self-expression and forming connections with other people, which were integral to their well-being. The young adults intended to use the project results to present their personhood in a positive manner and to promote better understanding of autism in society. I drew from critical disability studies to discuss the findings in relation to the academic literature and inform advocacy work at a broader sociocultural level. This study has implications for researchers to conduct research that is ethically appropriate and sensitive to the needs of the autism community. Practitioners working with transition-age youth with autism can also draw upon from this study to reflect on their relationships and engagement with these youth to better support their well-being.