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Showing 1 to 15 of 31 results Save | Export
Johnson, Paige M.; Newman, Lynn A.; Cawthon, Stephanie W.; Javitz, Harold – Career Development and Transition for Exceptional Individuals, 2022
This study used the National Longitudinal Transition Study--2 (NLTS2) data set to determine the effects of expectations and transition planning goals on the postsecondary education enrollment of deaf youth. Propensity scoring modeling results indicated that high expectations held by deaf youth and their parents significantly predicted…
Descriptors: Transitional Programs, Students with Disabilities, Deafness, Postsecondary Education
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Wong, Jasin; Coster, Wendy J.; Cohn, Ellen S.; Orsmond, Gael I. – Journal of Autism and Developmental Disorders, 2021
There is a growing need to provide appropriate services to help students with autism spectrum disorder (ASD) transition to employment. Limited research has investigated what aspects of support should be prioritized when preparing youth with ASD for employment. By conducting structural equation modeling using a nationally-representative dataset on…
Descriptors: Employment Services, Autism, Pervasive Developmental Disorders, High School Students
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Lee, Hyunjoo; Morningstar, Mary E. – Research and Practice for Persons with Severe Disabilities, 2019
A secondary analysis of data from the National Longitudinal Transition Study--2 (NLTS2) was conducted to examine predictors associated with improved postschool community participation of young adults with severe disabilities. Multidimensional item response theory was used to establish criterion and predictor constructs and examine predictive…
Descriptors: Predictor Variables, Community Involvement, Severe Disabilities, Longitudinal Studies
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Dell'Armo, Kristin A.; Tassé, Marc J. – Journal of Autism and Developmental Disorders, 2019
This study examined the role of parent expectations and adaptive behavior in predicting outcomes for youth with intellectual disability. A sample of students with intellectual disability were drawn from the National Longitudinal Transition Study-2 for inclusion in this study. Four latent variables were created: demographic factors, adaptive…
Descriptors: Parent Attitudes, Expectation, Predictor Variables, Intellectual Disability
Papay, Clare; Grigal, Meg; Migliore, Alberto – Institute for Community Inclusion, 2022
Reviews of the transition literature have identified 23 in-school predictors of post-school success for students with disabilities. We sought to identify available variables in the National Longitudinal Transition Study 2012 (NLTS 2012) Phase I dataset that correspond with the 23 in-school predictors of post-school success to better understand…
Descriptors: Students with Disabilities, Success, Predictor Variables, Transitional Programs
Clare Papay; Meg Grigal; Alberto Migliore – Institute for Community Inclusion, 2022
Reviews of the transition literature have identified 23 in-school predictors of post-school success for students with disabilities. We sought to identify available variables in the National Longitudinal Transition Study 2012 (NLTS 2012) Phase I dataset that correspond with the 23 in-school predictors of post-school success to better understand…
Descriptors: Special Education, Longitudinal Studies, Students with Disabilities, Transitional Programs
Papay, Clare; Grigal, Meg; Migliore, Alberto; Chen, Jie; Choiseul-Praslin, Belkis; Smith, Frank – Institute for Community Inclusion, 2022
College-based transition services provide opportunities for transition-age students with intellectual disability and autism (ID/A) between the ages of 18 and 22 to receive their final years of secondary transition services in a college or university setting. We compared the extent to which youth with ID/A experience in-school predictors of…
Descriptors: Transitional Programs, Students with Disabilities, Intellectual Disability, Autism Spectrum Disorders
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Tara E. Regan – William & Mary Educational Review, 2018
Youth with autism spectrum disorder (ASD) have the poorest post-high school, or postsecondary, outcomes in comparison to their peers with and without disabilities. They experience low levels of engagement or even lack of engagement in employment, education, independent living, and community activities. As a result, these outcomes place a heavier…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Postsecondary Education, Outcomes of Education
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Shogren, Karrie A.; Shaw, Leslie A. – Remedial and Special Education, 2016
This study examined the degree to which the three of the four essential characteristics of self-determination (autonomy, self-realization, and psychological empowerment) predicted quality of life-related adult outcome constructs using secondary analysis of data from the National Longitudinal Transition Study-2. The pattern of predictive…
Descriptors: Longitudinal Studies, Disabilities, Special Education, Transitional Programs
Qian, Xueqin; Johnson, David R.; Wu, Yi Chen; LaVelle, John; Thurlow, Martha L.; Davenport, Ernest – Research and Practice for Persons with Severe Disabilities, 2020
This study uses data from the National Longitudinal Transition Study 2012 to examine predictors at the individual, family, and school levels associated with parental expectations toward postsecondary education among students with significant support needs, including those with autism spectrum disorder, intellectual disability, and multiple…
Descriptors: Longitudinal Studies, Special Education, Transitional Programs, Students with Disabilities
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Savage, Melissa N.; Bouck, Emily C. – Intellectual and Developmental Disabilities, 2017
Adolescents with intellectual disability (ID) engage in risky behavior and offending. However, little is known on the impact school-related predictors have on engagement in risky behaviors for adolescents with ID. This study analyzed secondary data from the National Longitudinal Transition Study-2 (NLTS2) to determine levels of engagement in risky…
Descriptors: Adolescents, Longitudinal Studies, Special Education, Transitional Programs
Shogren, Karrie A.; Lee, Jaehoon; Panko, Pavel – Journal of Special Education, 2017
This study examined, using data from the National Longitudinal Transition Study-2, the impact of constructs associated with self-determination (i.e., autonomy, self-realization, and psychological empowerment measured while youth were in secondary school) on postschool--(a) employment and payment/benefits, (b) education, (c) independent living, and…
Descriptors: Personal Autonomy, Empowerment, Self Actualization, Disabilities
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Petcu, Stefania D.; Van Horn, M. Lee; Shogren, Karrie A. – Career Development and Transition for Exceptional Individuals, 2017
This study conducted a secondary analysis using data from the "National Longitudinal Transition Study-2" (NLTS-2) to examine the degree to which three of the four essential characteristics of self-determination (autonomy, psychological empowerment, and self-realization) predict enrollment in, and completion of, postsecondary education…
Descriptors: Self Determination, Personal Autonomy, Student Empowerment, Self Actualization
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Nasamran, Amy; Witmer, Sara E.; Los, James E. – Education and Training in Autism and Developmental Disabilities, 2017
Participating in postsecondary activities such as education and employment can increase an individual's independence, contribution to society, and quality of life. However, researchers suggest that students with autism spectrum disorder (ASD) engage in these postsecondary activities less than their peers do. The extent to which academic and social…
Descriptors: Predictor Variables, Pervasive Developmental Disorders, Autism, Interpersonal Competence
Shogren, Karrie A.; Garnier Villarreal, Mauricio; Dowsett, Chantelle; Little, Todd D. – Career Development and Transition for Exceptional Individuals, 2016
This study conducted secondary analysis of data from the National Longitudinal Transition Study-2 (NLTS2) to examine the degree to which student, family, and school constructs predicted self-determination outcomes. Multi-group structural equation modeling was used to examine predictive relationships between 5 student, 4 family, and 7 school…
Descriptors: Self Determination, Predictor Variables, Family Characteristics, Student Characteristics
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