462
Views
33
CrossRef citations to date
0
Altmetric
Original Article

Meaningful Work: Improving Employment Outcomes for Transition-Age Youth With Emotional and Behavioral Disorders

&
Pages 63-69 | Published online: 07 Aug 2010

References

  • Banks, B., Charleston, S., Grossi, T., & Mank, D. (2001). Workplace supports, job performance, and integration outcomes for people with psychiatric disabilities. Psychiatric Rehabilitation Journal, 24, 389-396.
  • Bassett, D. S., Patton, J. R., White, W., Blalock, G., & Smith, T. E. C. (1997). Research issues in career development and transition: An exploratory survey of professionals in the field. Career Development for Exceptional Individuals, 20, 81-100.
  • Benz, M. R., & Halpern, A. S. (1993). Vocational and transition services needed and received by students with disabilities during their last year of high school. Career Development for Exceptional Individuals, 16, 197-211.
  • Benz, M. R., Lindstrom, L. E., & Yovanoff, P. (2000). Improving graduation and employment outcomes of students with disabilities: Predictive factors and student perspectives. Exceptional Children, 66, 509-529.
  • Blackorby, J., & Wagner, M. (1996). Longitudinal postschool outcomes of youth with disabilities: Findings from the National Longitudinal Transition Study. Exceptional Children, 62, 399-413.
  • Blanchett, W. J. (2001). Importance of teacher transition competencies as rated by special educators. Teacher Education and Special Education, 24, 3-12.
  • Bullis, M., & Cheney, D. (1999). Vocational and transition interventions for adolescents and young adults with emotional or behavioral disorders. Focus on Exceptional Children, 31(7), 1-24.
  • Bullis, M., Moran, T., Benz, M. R., Todis, B., & Johnson, M. D. (2002). Description and evaluation of the ARIES project: Achieving rehabilitation, individualized education, and employment success for adolescents with emotional disturbance. Career Development for Exceptional Individuals, 25, 41-58.
  • Geenen, S., Powers, L. E., & Lopez-Vasquez, A. (2001). Multicultural aspects of parent involvement in transition planning. Exceptional Children, 67, 265-282.
  • Gresham, F. M., Sugai, G., & Horner, R. H. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67, 331-344.
  • Harvey, M. W. (2001). Vocational-technical education: A logical approach to dropout prevention for secondary special education. Preventing School Failure, 45, 108-113.
  • Hughes, C., & Carter, E. W. (2000). The transition handbook: Strategies high school teachers use that work. Baltimore, MD: Brookes.
  • Knott, L., & Asselin, S. B. (1999). Transition competencies: Perspectives of secondary special education teachers. Teacher Education and Special Education, 22, 55-65.
  • Lane, K. L., Gresham, F. M., & O'Shaughnessy, T. E. (Eds.). (2002). Interventions for children with or at risk for emotional and behavioral disorders. Boston: Allyn & Bacon.
  • Maag, J. W., & Katsiyannis, A. (1998). Challenges facing successful transition for youths with E/BD. Behavioral Disorders, 23, 209-221.
  • Malloy, J. M., Cheney, D., & Cormier, G. M. (1998). Interagency collaboration and the transition to adulthood for students with emotional and behavioral disabilities. Education and Treatment of Children, 21, 303-320.
  • Martin, J. E., Huber Marshall, L., Maxson, L. L., & Jerman, P. A. (1996). Self-directed IEP. Longmont, CO: Sopris West.
  • Mathur, S. R., Kavale, K. A., Quinn, M. M., Forness, S. R., & Rutherford, R. B. (1998). Social skills interventions with students with emotional and behavioral problems: A quantitative synthesis of single-subject research. Behavioral Disorders, 23, 193-201.
  • McGahee, M., Mason, C., Wallace, T., & Jones, B. (2001). Student-led IEPs: A guide for student involvement. Reston, VA: Council for Exceptional Children.
  • Nelson, J. R., Benner, G. J., Lane, K. L., & Smith, B. W. (2004). Academic achievement of K-12 students with emotional and behavioral disorders. Exceptional Children, 71, 59-73.
  • Osher, T. W., & Osher, D. M. (2002). The paradigm shift to true collaboration with families. Journal of Child and Family Studies, 11, 47-60.
  • President's Commission on Excellence in Special Education. (2002). A new era: Revitalizing special education for children and their families. Washington, DC: U.S. Department of Education.
  • School-to-Work Opportunities Act of 1994. (1994). Pub. L. No. 103-239, 20 U.S. C. § 6101.
  • Sitlington, P. L., & Clark, G. M. (2001). Career/vocational assessment: A critical component of transition planning. Assessment for Effective Education, 26, 5-22.
  • Snyder, E. P. (2002). Teaching students with combined behavioral disorders and mental retardation to lead their own IEP meetings. Behavioral Disorders, 27, 340-357.
  • Snyder, E. P., & Shapiro, E. S. (1997). Teaching students with emotional/behavioral disorders the skills to participate in the development of their own IEPs. Behavioral Disorders, 22, 246-249.
  • Soderlun, J., Epstein, M. H., Quinn, K. P., Cumblad, C., & Petersen, S. (1995). Parental perspectives on comprehensive services for children and youth with emotional and behavioral disorders. Behavioral Disorders, 20, 157-170.
  • Test, D. W., Mason, C., Hughes, C., Konrad, M., Neale, M., & Wood, W. M. (2004). Student involvement in individualized education program meetings: A review of the literature. Exceptional Children, 70, 391-412.
  • U.S. Bureau of Labor Statistics. (2000). Report on the youth labor force. Washington, DC: Author.
  • U.S. Department of Education. (2002). Twentyfourth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author
  • Wagner, M., Cameto, R., & Newman, L. (2003). Youth with disabilities: A changing population: A report of findings from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International.
  • Wehmeyer, M. L.,Agran, M., & Hughes, C. (1998). Teaching self-determination to students with disabilities: Basic skills for successful transition. Baltimore, MD: Brookes.
  • Wehmeyer, M. L., Agran, M., & Hughes, C. (2000). A national survey of teachers' promotion of selfdetermination and student-directed learning. The Journal of Special Education, 34, 58-68.
  • Carter, E. W., & Wehby, J. H. (2003). Job performance of transition-age youth with emotional and behavioral disorders. Exceptional Children, 69, 449-465.
  • Corbett, W. P., Clark, H. B., & Blank, W. (2002). Employment and social outcomes associated with vocational programming for youths with emotional and behavioral disorders. Behavioral Disorders, 27, 358-370.
  • Eisenman, L. T. (2000). Characteristics and effects of integrated academic and occupational curricula for students with disabilities: A literature review. Career Development for Exceptional Individuals, 23, 105-119.
  • Wentling, R. M., & Waight, C. L. (2001). Initiatives that assist and barriers that hinder the successful transition of minority youth into the workplace in the USA. Journal of Education and Work, 14, 71-89.
  • Wood, S. J., & Cronin, M. E. (1999). Students with emotional/behavioral disorders and transition planning: What the follow-up studies tell us. Psychology in Schools, 36, 327-345.
  • Individuals With Disabilities Education Act Amendments of 1997. (1997). Pub. L. No. 105-17, 20 U.S. C. § 1400 et seq.
  • Kauffman, J. M. (2001). Characteristics of emotional and behavioral disorders of children and youth (7th ed.). Upper Saddle River, NJ: Merrill.
  • Hutchins, M. P., & Renzaglia, A. (1998). Interviewing families for effective transition to employment. TEACHING Exceptional Children, 30(4), 72-78.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.