Hostname: page-component-586b7cd67f-t8hqh Total loading time: 0 Render date: 2024-11-24T14:10:15.153Z Has data issue: false hasContentIssue false
  • English
  • Français

Factors Related to Early Termination From Work for Youth With Disabilities

Published online by Cambridge University Press:  28 November 2014

Roxanna N. Pebdani
Roxanna N. Pebdani*
Affiliation:
Springfield College
*
Address correspondence to: Roxanna Pebdani, PhD, C.R.C. Springfield College, 263 Alden Street, Springfield, MA 01109
Get access

Abstract

This study of young adults with disabilities in transition explored what factors contributed to young adults with disabilities terminating early from a transition program. Data from 6,227 young adults with disabilities aged 17–22 living in one of eight major metropolitan areas in the United States were utilised (58.7% of the sample were male, 63.1% were African-American, and 71.4% had a learning disability). All participants were enrolled in a school-to-work transition programme in which service providers place students into paid internships. Service providers at the eight sites collected data while working with participants, and then collected follow-up data at three and twelve months post-programme completion or termination. Hierarchical Linear Modelling was used to explore how personal factors impacted early termination, while controlling for variation at the site level. Results showed the three main reasons for early termination from work to be: programme initiated termination, interpersonal conflicts with coworkers or supervisors and transportation issues. Additionally, the multilevel model that controlled for variance at the site level demonstrated that Asian-American young adults with disabilities were less likely to terminate early from work. These results can help individuals who work with young adults with disabilities, provide supplemental services to students who may need additional assistance to succeed in a transition programme.

Keywords

Young adults with disabilitiesemploymentpost-school transitionpaid work experiencepremature job exit
Type
Articles
Information
The Australian Journal of Rehabilitation Counselling , Volume 20 , Issue 2 , December 2014 , pp. 100 - 113
Copyright
Copyright © The Author(s) 2014 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Austin, P.C., Tu, J.V., & Alter, D.A. (2003). Comparing heirarchical modeling with traditional logistic regression analysis among patients hospitalised with acute myocardial infarction: Should we be analyzing cardiovascular outcomes differently? American Heart Journal, 145 (1), 27–35.Google Scholar
Benz, M.R., & Halpern, A.S. (1993). Voctional and transition services needed and received by students with disablities during their last year of high school. Career Development for Exceptional Individuals, 16 (2), 197–211.Google Scholar
Benz, M.R., Lindstrom, L., & Yovanoff, P. (2000). Improving graduation and employment outcomes of students with disabilities: Predictive factors and student perspectives. Exceptional Children, 66 (4), 509–529.Google Scholar
Blackorby, J., & Wagner, M. (1996). Longitudinal post school outcomes of youth with disabilities: Findings from the National Longitudinal Transition Study. Exceptional Children, 62 (5), 399–413.Google Scholar
Brewer, D., Karpur, A., Sukeyong, P., Erickson, W., Unger, D., & Malzer, V. (2011). Evaluation of a multi-site transition to adulthood program for youth with disabilities Journal of Rehabilitation, 77 (3), 3–13.Google Scholar
Bureau of Labor Statistics. (2011). The Employment Situation - October 2011. Washington, DC: Bureau of Labor Statistics.Google Scholar
Burke-Miller, J., Razzano, L.A., Grey, D.D., Blyler, C.R., & Cook, J.A. (2012). Supported employment outcomes for transition age youth and young adults. Psychiatric Rehabilitation Journal, 35 (3), 171–179. doi: 10.2975/35.3.2012.171.179Google Scholar
Carter, E.W., & Wehby, J.H. (2003). Job performance of transition-age youth with emotional and behavioral disorders. Exceptional Children, 69 (4), 449–465.Google Scholar
Certo, N.J., Luecking, R.G., Brown, L., Courey, S., & Belanger, D. (2008). Seamless transition and long-term support for individuals with severe intellectual disabilities. Research and Practice for Persons with Severe Disabilities, 33 (3), 85–95.CrossRefGoogle Scholar
Certo, N.J., Mautz, D., Pumpian, I., Sax, C.L., Smalley, K., Wade, H.A., & Batterman, N. (2003). Review and discussion of a model for seamless transition to adulthood. Education and Training in Developmental Disabilities, 38 (1), 2–17.Google Scholar
Certo, N.J., & Pumpian, I. (1997). Focusing on the point of integration: A service integration model. Education & Treatment of Children, 20 (1), 68–85.Google Scholar
Colley, D.A., & Jamison, D. (1998). Post school results for youth with disabilities: Key indicators and policy implications. Career Development for Exceptional Individuals, 21 (2), 145–160.Google Scholar
D’Amico, R. (1984). Does employment during high school impair academic progress? Sociology of Education, 57 (3), 152–164.Google Scholar
Dong, S., MacDonald-Wilson, K.L., & Fabian, E.S. (2010). Development of the reasonable accommodation factor survey: Results and implications. Rehabilitation Counseling Bulletin, 53 (3), 153–162. doi: 10.1177/0034355210364060CrossRefGoogle Scholar
Entwisle, D.R., Alexander, K.L., & Olson, L.S. (2000). Early work histories of urban youth. American Sociological Review, 65 (2), 279–297.Google Scholar
Fabian, E.S. (2007). Urban youth with disabilities: Factors affecting transition employment Rehabilitation Counseling Bulletin, 50 (3), 130–138.Google Scholar
Fabian, E.S., Lent, R.W., & Willis, S.P. (1998). Predicting work transition outcomes for students with disabilities: Implications for counselors. Journal of Counseling & Development, 76 (3), 311–316.Google Scholar
Garcia-Iriarte, E., Balcazar, F., & Taylor-Ritzler, T. (2007). Analysis of case managers’ support of youth with disabilities transitioning from school to work. Journal of Vocational Rehabilitation, 26, 129–140.Google Scholar
Gardecki, R.M. (2001). Racial differences in youth employment. Monthly Labor Review, 51–67.Google Scholar
Gerry, M.H., & Certo, N.J. (1992). Current activity at the federal level and the need for service integration. The Future of Children, Spring, 118–126.Google Scholar
Gold, P.B., Fabian, E.S., & Luecking, R.G. (2013). Job acquisition by urban youth with disabilities transitioning from school to work. Rehabilitation Counseling Bulletin, 57 (31), 31–45. doi: 10.1177/0034355213481248Google Scholar
Hasnain, R., & Balcazar, F. (2009). Predicting community - versus facility - based employment for transition-aged young adults with disabilities: The role of race, ethnicity, and support systems. Journal of Vocational Rehabilitation, 31, 175–188.Google Scholar
Karpur, A., Clark, H.B., Caproni, P., & Sterner, H. (2005). Transition to adult roles for studens with emotional/behavioral disturbances: A follow-up study of student exiters from Steps-to-Success. Career Development for Exceptional Individuals, 28 (1), 36–46.Google Scholar
Lee, S.J. (1996). Unraveling the “model minority” stereotype: Listening to Asian American youth. New York, NY: Teachers College Press.Google Scholar
Lindstrom, L.E., & Benz, M.R. (2002). Phases of career development: Case studies of young women with learning disabilities. Exceptional Children, 69 (1), 67–83.CrossRefGoogle Scholar
Luecking, R.G., & Fabian, E.S. (2000). Paid internships and employment success for youth in transition. Career Development for Exceptional Individuals, 23 (2), 205–221. doi: 10.1177/088572880002300207Google Scholar
Luke, D.A. (2004). Multilevel Modeling. Thousand Oaks, CA: Sage Publications, Inc.Google Scholar
Mariott Foundation. (2008). Bridges from school to work: Participant database forms and files manual.Google Scholar
Marriott Foundation. (2012a). Collaborators Bridges From School to Work. Retrieved January 14, 2012, 2012, from http://www.bridgestowork.org/join-bridges/collaborators/Google Scholar
Marriott Foundation. (2012b). What We Do. Retrieved 2-12-12, 2012, from http://www.bridgestowork.org/about-bridges/what-we-do/Google Scholar
Mason, C., Field, S., & Sawilowsky, S. (2004). Implementation of self-determination activities and student participation in IEPs. Exceptional Children, 70 (4), 441–451.Google Scholar
Newman, L., Wagner, M., Knokey, A.-M., Marder, C., Nagle, K., Shaver, D., & Schwarting, M. (2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school. In N. L. T. S.-. (NTLS-2) (Ed.), National Longitudinal Transition Study-2 (NTLS-2). Menlo Park, CA: SRI International.Google Scholar
Office of Disability Employment Policy. (2014). Youth employment rate. Retrieved September 3, 2014, 2014, from http://www.dol.gov/odep/categories/youth/youthemployment.htmGoogle Scholar
Raudenbush, S., Bryk, A., Cheong, Y.F., & Congdon, R. (2001). HLM5: Heirarchical Linear and Nonlinear Modeling. Lincolnwood, IL: Scientific Software International.Google Scholar
Rojewski, J.W., Lee, I.H., & Gregg, N. (2013). Intermediate work outcomes for adolescents with high-incidence disabilities Career Development for Exceptional Individuals. doi: 10.1177/2165143412473352Google Scholar
Test, D.W., Fowler, C.H., White, J., Richter, S., & Walker, A. (2009). Evidence-based secondary transition practices for enhancing school completion. Exceptionality, 17, 16–29.Google Scholar
Wagner, M., & Blackorby, J. (1996). Transition from high school to work or college: How special education students fare. The Future of Children, 6 (1), 103–120.Google Scholar
Wagner, M., & Newman, L. (2012). Longitudinal transition outcomes of youth with emotional disturbances. Psychiatric Rehabilitation Journal, 35 (3), 199–208. doi: 10.2975/35.3.2012.199.208Google Scholar
Wagner, M., Newman, L., Cameto, R., Garza, N., & Levine, P. (2005). After high school: A first look at the postschool experiences of youth with disabilities. In N. L. T. S. 2 (Ed.). Menlo Park, CA: Office of Special Education Programs, U.S. Department of Education.Google Scholar
Wittenburg, D.C., & Loprest, P.J. (2007). Early transition experiences of transition-age child SSI recipients: New evidence from the National Survey of Children and Families. Journal of Disability Policy Studies, 18 (3), 176–187.CrossRefGoogle Scholar