Longitudinal transition outcomes of youth with emotional disturbances

Psychiatric Rehabilitation Journal

Volumn 35, Issue 3, 2012, Pages 199-208

  Wagner, Mary ^a   Newman, Lynn ^a  

^a SRI INTERNATIONAL   (United States)

Author keywords

Emotional disturbance; Outcomes; Transition; Youth

Indexed keywords

ADOLESCENT; ADULT; ARTICLE; CRIMINAL LAW; EDUCATIONAL STATUS; EMOTIONAL DISORDER; EMPLOYMENT; FEMALE; HEALTH SERVICE; HUMAN; INDEPENDENT LIVING; INFORMATION PROCESSING; LONGITUDINAL STUDY; MALE; METHODOLOGY; POPULATION DYNAMICS; PREVENTIVE HEALTH SERVICE; PSYCHOLOGICAL ASPECT; SOCIAL CONTROL; SOCIAL PSYCHIATRY; STANDARD; STATISTICS; STUDENT; UNITED STATES;

ADOLESCENT; ADULT; AFFECTIVE SYMPTOMS; CALIFORNIA; CRIMINAL LAW; DATA COLLECTION; EDUCATIONAL STATUS; EMPLOYMENT; FEMALE; HEALTH SERVICES NEEDS AND DEMAND; HUMANS; INDEPENDENT LIVING; LONGITUDINAL STUDIES; MALE; POPULATION DYNAMICS; PREVENTIVE HEALTH SERVICES; PREVENTIVE PSYCHIATRY; SOCIAL CONTROL, FORMAL; STUDENTS;

EID: 84856812277     PISSN: 1095158X     EISSN: None     Source Type: Journal    
DOI: 10.2975/35.3.2012.199.208     Document Type: Article

References (45)

1. American Youth Policy Forum and Center on Education Policy. (2002). Twenty-five years of educating children with disabilities. The good news and the work ahead. Washington, DC: Authors.
2. Aulette, J. R. (2009). Changing American families (3rd Ed.). Boston: Allyn & Bacon.
3. Belfield, C., & Levin H. (2007). The price we pay: Economic and social consequences of inadequate education. Washington, DC: The Brookings Institution.
4. Cameto, R., Levine, P., & Wagner, M. (2004). Transition planning for students with disabilities. Menlo Park, CA: SRI International.
5. Carnevale, A., & Desrochers, D. (2003). Preparing students for the knowledge economy: What school counselors need to know. Professional School Counseling, 6(4), 228-236.
6. Clark, H. B., Deschênes, N. & Jones, J. (2000). A framework for the development and operation of a transition system. In H. B. Clark & M. Davis (Eds.), Transition to adulthood: A resource for assisting young people with emotional or behavioral difficulties (pp. 29-51). Baltimore: Brookes Publishing.
7. College Board. (2005). Education pays update. Washington, DC: Author.
8. Collins, A., and Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. New York: Teachers College Press.
9. Davis, M., & Vander Stoep, A. (1997). The transition to adulthood among children and adolescents who have serious emotional disturbance. Part I: Developmental transitions. Journal of Mental Health Administration, 24, 400-427.
10. Epstein, M., Atkins, M., Cullinan, D., Kutash, K., Weaver, R. Woodbridge, M., Yu, J., & Wagner, M. (2008). Reducing behavior problems in the elementary school classroom: A practice guide (NCEE #2008-012). Washington, DC: U.S. Department of Education.
11. Grady, S., Bielick, S., & Aud, S. (2010). Trends in the use of school choice: 1993 to 2007. Washington, DC: U.S. Department of Education.
12. Hoffman, C., Heflinger, C. A., Athay, M., & Davis, M. (2009). Policy, funding, and sustainability: Issues and recommendations for promoting effective transition systems. In H. B. Clark & D. K. Unruh (Eds.), Transition of youth and young adult with emotional or behavioral difficulties: An evidence-supported handbook, (pp. 263-290). Baltimore: Brookes Publishing.
13. Javitz, H., & Wagner, M. (1993). Report on sample design, wave 2 (1990). Menlo Park, CA: SRI International.
14. Joshi, R. M. (2009). International business. New York: Oxford University Press.
15. Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). School-based mental health, an empirical guide for decision-makers. Tampa: University of South Florida.
16. Marcotte, D. E., Bailey, T., Borkoski, C., & Kienzel, G. S. (2005). The returns of a community college education: Evidence from the National Education Longitudinal Survey. Educational Evaluation and Policy Analysis, 27(2): 157-175. (Pubitemid 41179967)
17. 2). Menlo Park, CA: SRI International.
18. National Center on Secondary Education and Transition. (2003). A national leadership summit on improving results for youth: State priorities and needs for assistance. Retrieved July 19, 2004 from http://www.ncset.org/summit03/ NCSETS ummit03findings.pdf.
19. National Council on Disability, and Social Security Administration. (2000). Transition and post-school outcomes for youth with disabilities: Closing the gaps to post-secondary education and employment. Washington, DC: National Council on Disability.
20. National Dissemination Center for Children with Disabilities, (n.d.). Behavior at school. Washington, DC: AED. http://www.nichcy.org/Pages/ behaviorschool.aspx.
21. 2). Menlo Park, CA: SRI International.
22. 2). Menlo Park, CA: SRI International.
23. Office of Special Education and Rehabilitative Services. (2009). Overview information; National Institute on Disability and Rehabilitation Research (NIDRR)-Disability and Rehabilitation Research Projects and Centers Program-Rehabilitation Research and Training Centers (RRTCs). Federal Register, 74(143), 37201-37205.
24. Office of Special Education Programs. (2009). Is school-wide positive behavior support an evidence-based practice? Available at http://www.pbis.org/ research/default.as px
25. Pierson, M. R., Carter, E. W., Lane, K. L., & Glaeser, B. C. (2008). Factors influencing the self-determination of transition-age youth with high-incidence disabilities. Career Development for Exceptional Individuals, 31(2), 115-125.
26. Rogan, P., Grossi, T. A., & Gajewski, R. (2002). Vocational and career assessment. In C. L. Sax, and C. A. Thoma (Eds.), Transition assessment: Wise practices for quality lives (pp. 103-117). Baltimore: Paul Brookes Publishing.
27. SAMHSA. (n.d.). Systems of care: Comprehensive community mental health services for children and their families program. Downloaded November 8 from http://www.systemsofcare.samhsa.gov/
28. Scott, T. M., & Eber, L. (2003). Functional assessment and wraparound as systemic school processes: Primary, secondary, and tertiary systems examples. Journal of Positive Behavior Interventions, 5(3), 131-143. (Pubitemid 36768969)
29. Sitlington, P. L., Frank, A. R., & Carson, R. (1990). Iowa State Follow-up Study: Adult adjustment of individuals with behavior disorders one year after leaving high school. Des Moines: Iowa Department of Education.
30. Stodden, R. A., Jones, M. A., and Chang, K. B. T. (2002). Services, supports, and accommodations for individuals with disabilities: An analysis across secondary education, postsecondary education and employment. Retrieved July 19, 2004 from http://222.ncset.hawaii.edu/publications/pdf/services- supports.pdf.
31. Uhalde, R., Strohl, J., & Simkins, Z. (2006). America in the global economy. Washington, DC: National Center on Education and the Economy.
32. U.S. Bureau of Labor Statistics. (2009). College enrollment and work activity of 2008 high school graduates. http://www.bls.gov/news.release/ hsgec.nro.htm
33. U.S. Census Bureau. (2008). 2008 U.S. statistical abstract table 1304. Percent distribution of households by type, 1980 to 2005, Statistical Abstract of the United States. Washington, DC: Author.
34. U.S. Department of Education. (2006). Model demonstration centers on implementing tertiary level behavioral interventions within a school-wide model for children who are not responsive to universal and secondary level interventions. Federal Register, 71(41), p. 10659.
35. U.S. Department of Education (2010). Study of transition outcomes for youth with disabilities, Phase I. Washington, DC: FedBizOps.gov. Available at https://www.fbo.gov/?s=opportunity&mo de=form&id= c722eedc55f9549c31c3ca152 fe0933d&tab=core&-cview=1
36. Wagner, M. (1995). Outcomes for youths with serious emotional disturbance in secondary school and early adulthood. The future of children: Critical issues for children and youths, 5(2), 90-112.
37. 2). Menlo Park, CA: SRI International.
38. Wagner, M., D'Amico, R., Marder, C., Newman, L., & Blackorby, J. (1992). What happens next? Trends in postschool outcomes of youth with disabilities. Menlo Park, CA: SRI International.
39. 2): Study designs and implications for children and youth with emotional disturbance. Journal of Emotional and Behavioral Disorders, 33(1), 25-41.
40. 2). Menlo Park, CA: SRI International.
41. 2). Menlo Park, CA: SRI International.
42. Wagner, M., Newman, L., D'Amico, R., Jay, D., Butler-Nalin, P., Marder, C., & Cox, R. (1991). Youth with disabilities: How are they doing? The first comprehensive report from the National Longitudinal Transition Study of Special Education Students. Menlo Park, CA: SRI International.
43. Wehmeyer, M. L., & Palmer, S. (2003). Adult outcomes for students with cognitive disabilities three years after high school: The impact of self-determination. Education and Training in Developmental Disabilities, 38, 131-144.
44. Wellman, B., Smith, A., Wells, A., & Kennedy, T. (2008). Networked families. Washington, DC: Pew Internet & American Life Project.
45. William, D. (2010). Standardized testing and school accountability. Educational Psychologist, 45(2): 107-122.