Documenting impact of educational contexts on long-term outcomes for students with significant disabilities

Education and Training in Autism and Developmental Disabilities

Volumn 47, Issue 2, 2012, Pages 127-138

  Ryndak, Diane Lea ^a   Hughes, Carolyn ^b   Alper, Sandra ^c   McDonnell, John ^d  

^a UNIVERSITY OF FLORIDA   (United States)

^b VANDERBILT UNIVERSITY   (United States)

^c UNIVERSITY OF NORTHERN IOWA   (United States)

^d UNIVERSITY OF UTAH   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84862154288     PISSN: 21541647     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (55)

1. AAIDD Ad Hoc Committee on Terminology and Classification (2010). Intellectual disability: Definition, classification, and systems of supports (11th ed.). Washington, DC: American Association on Intellectual and Developmental Disabilities.
2. Agran, M., Salzberg, C. L., & Martella, R. C. (1991). Expectancy effects in social validation methodology: Are there differential expectations for employees with mental retardation? Research in Developmental Disabilities, 12, 425-434.
3. Alper, S., & Ryndak, D.L. (1992). Hey, don't forget about usl Educating students with severe handicapping conditions in integrated elementary programs. Elementary School Administrators'Journal, 92, 373-387.
4. Alwell, M., & Cobb, B. (2009). Social and communicative interventions and transition outcomes for youth with disabilities: A systematic review. Career Development for Exceptional Individuals, 32, 94-107.
5. Baer, R., Flexer, R., Beck, S., Amstutz, N., Hofimon, L., Brothers, J., & Zechman, C. (2003). A collaborative followup study on transition. Career Development for Exceptional Individuals, 26, 7-25.
6. 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, 509-529.
7. Benz, M. R., Yovanoff, P., & Doren, B. (1997). School-to-work components diat predict postschool success for students widi and without disabilities. Exceptional Children, 63, 151-165. (Pubitemid 127457430)
8. Blackorby, J., Hancock, G. R., & Siegel, S. (1993). Human capital and structural explanations of postschool success for youth with disabilities: A latent variable exploration of the National Longitudinal Transition Study. Menlo Park, CA: SRI International.
9. Brickey, M. P., Campbell, K. M., & Browning, L. J. (1985). A five-year follow-up of sheltered workshop employees placed in competitive jobs. Mental Retardation, 20, 67-83.
10. Brown, L., Branston, M. B., Hamre-Nietupski, S., Johnson, F., Wilcox, B., & Gruenewald, L. (1978). A rationale for comprehensive longitudinal interactions between severely handicapped students and nonhandicapped students and other citizens. American Association for the Education of the Severely and Profoundly Handicapped Review, 4, 3-14.
11. Butterworth, J., & Strauch, J. D. (1994). The relationship between social competence and success in the competitive work place for persons with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 29, 118-133.
12. Carter, E. W., & Hughes, C. (2007). Social interaction interventions: Promoting socially supported environments and teaching new skills. In S. L. Odom, R. H. Horner, M. E. Snell, & J. Blacher (Eds.), Handbook of developmental disabilities (pp. 310-329). New York: The Guilford Press.
13. Carter, E. W., Hughes, C, Guth, C. B., & Copeland, S. R. (2005). Factors influencing social interaction among high school students with intellectual disabilities and their general education peers. American Journal on Menial Retardation, 110, 366-377.
14. Chadsey, J. (2007). Adult social relationships. In S. L. Odom, R. H. Horner, M.E. Snell, & J. Blacher (Eds.), Handbook of developmental disabilities (pp. 449-466). New York: Guilford Press.
15. Cook, B. G., Landrum, T. J., Cook, L., & Tankersley, M. (2008). Introduction to the special issue: Evidence- based practices in special education. Intervention in School and Clinic, 44, 67-68.
16. Federal Register. Washington, D.C.: U.S. Government Printing Office, August 23, 1977.
17. Fisher, D., & Ryndak, D. L. (Eds.) (2001). Foundations of inclusive education: A compendium of articles on effective strategies to achieve inclusive education. Baltimore, MD: TASH.
18. Greenspan, S., & Shoultz, B. (1981). Why mentally retarded adults lose their jobs: Social incompetence as a factor in work adjustment. Applied Research in Mental Retardation, 2, 23-38.
19. Groopman, J. (2010, February 11). Health care: Who knows best? The New York Review of Books, 117, 12-15.
20. Guy, B. A., Sitlington, P. L., Larsen, M. D., & Frank, A. R. (2009). What are high schools offering as preparation for employment? Career Development for Exceptional Individuals, 32, 30-40.
21. Halvorsen, A. T., & Neary, T. (2009). Building inclusive schools: Tools and strategies for success. Upper Saddle River, NJ: Merrill.
22. Heal, L. W., & Rusch, F. R. (1995). Predicting employment for students who leave special education high school programs. Exceptional Children, 61, 472-487.
23. Heal, L. W., Khoju, M., & Rusch, F. R. (1997). Predicting quality of life of youths after they leave special education high school programs. The Journal of Special Education, 31, 279-299.
24. Hughes, C, Brigham, N. B., & CosgriffJ. C. (2010). A social interaction program for high school students with autism and intellectual disabilities. Unpublished raw data.
25. Hughes, C, Carter, E. W., Hughes, T., Bradford, E., & Copeland, S. R. (2002). Effects of instructional versus non-instructional roles on the social interactions of high school students. Education and Training in Mental Retardation and Development Disabilities, 37, 146-162. (Pubitemid 44111971)
26. Hughes, C, Fowler, S. E., Copeland, S. R., Agran, M., Wehmeyer, M. L., & Church-Pupke, P. P. (2004). Supporting high school students to engage in recreational activities with peers. Behavior Modification, 28, 3-27.
27. Hughes, C, Killian, D. J., & Fischer, G. M. (1996). Validation and assessment of a conversational interaction intervention. American Journal on Mental Retardation, 100, 493-509. (Pubitemid 26081520)
28. Hughes, C, Rung. L. L., Wehmeyer, M. L., Agran, M., Copeland, S. R., & Hwang, B. (2000). Selfprompted communication book use to increase social interaction among high school students. The Journal of the Association for Persons with Severe Handicaps, 25, 153-166.
29. Hunt, P., & McDonnell, J. (2007). Inclusive education. In S. L. Odom, R. H. Horner, M. Snell, & J. Blacher (Eds.), Handbook on Developmental Disabilities (pp. 269-291). New York: Guilford Press.
30. Hunt, P., Alwell, M., Goetz, L., & Sailor, W. (1990). Generalized effects of conversation skill training. Journal of the Association for Persons with Severe Handicaps, 15, 250-260.
31. Individuals with Disabilities Education Improvement Act (IDEA) of 2004, PL 108-446, 20 U.S.C. §§ 1400 et seq.
32. Kazdin, A. E. (1977). Assessing the clinical or applied significance of behavior change through social validation. Behavior Modification, 1, 427-452.
33. Kennedy, C. H. (2005). Single-case designs for educational research. Boston: Allyn & Bacon.
34. Kennedy, C. H. (2002). The maintenance of behavior as an indicator of social validity. Behavior Modification, 26, 594-606.
35. Kochany, L., & Keller.J. (1981). An analysis and evaluation of the failures of severely disabled individuals in competitive employment. In P. Wehman, Competitive employment: New horizons for severely disabled individuals (pp. 181-198). Baltimore: Paul H. Brookes.
36. Kolb, S. M., & Hanley-Maxwell, C. (2003). Critical social skills for adolescents with high incidence disabilities: Parental perspectives. Exceptional Children, 69, 163-179. (Pubitemid 39443204)
37. McConaughy, E. K., Stowitschek, J. J., Salzberg, C. L., & Peatross, D. K. (1989). Work supervisors' ratings of social behaviors related to employment success. Rehabilitation Psychology, 34, 3-15. (Pubitemid 19276091)
38. Naraian, S. (2010). "Why not have fun?" Peers make sense of an inclusive high school program. Intellectual and Developmental Disabilities, 48, 14-30.
39. National Center on Disability and Social Security Administration. (2000). Transition and post-secondary outcomes for youth with disabilities: Closing the gap to post-secondary education and employment Washington, DC: Author.
40. No Child Left Behind Act, 2001, 20 U.S.C. 6301 et. Seq (2992). PL 107-110.
41. Odom, S. L., Brantlinger, E., Gersten, R., Horner, R. H., Thompson, B., & Harris, K. R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71, 137-148. (Pubitemid 40273031)
42. Ryndak, D. L., & Alper, S. (2003). Curriculum and instruction for students with severe disabilities in inclusive settings. Upper Saddle River, NJ: Allyn and Bacon.
43. nd ed.). Baltimore: Paul H. Brookes.
44. Ryndak, D. L.,Ward, T., Alper, S., Montgomery,J., & Storch, J. F. (2010). Long-term outcomes of services for two persons with significant disabilities with differing educational experiences: A qualitative consideration of the impact of education experiences. Education and Training in Autism and Development Disabilities, 45(3), 323-338).
45. Ryndak, D. L., Ward, T., Alper, S., Storch, J. F., & Montgomery, J. (2010). Long-term outcomes of services in inclusive and self-contained settings for siblings with comparable significant disabilities. Education and Training in Autism and Developmental Disabilities, 45, 38-53.
46. Salzberg, C. L., Agran, M., & Lignugaris/Kraft, B. (1986). Behaviors that contribute to entry-level employment: A profile of five jobs. Applied Research in Mental Retardation, 7, 299-314. (Pubitemid 17188339)
47. Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L., & Kohler, P. (2009). Evidenced- based secondary transition predictors for improving postschool outcomes for students with disabilities. Career Development for Exceptional Individuals, 32, 160-181.
48. Van Deventer, P., Yelinek, N., Brown, L., Schroeder, J., Loomis, R., & Gruenewald, L. (1981). A follow- up examination of severely handicapped graduates of the Madison Metropolitan School District from 1971-1978. In L. Brown, K. Baumgart, I. Pumpian, J. Nisbet, A. Ford, A. Donnellan, M. Sweet, R. Loomis, & J. Schroeder (Eds.), Educational programs for severely handicapped students, VoL XI. Madison, WI: Madison Metropolitan School District.
49. Van Houten, R. (1979). Social validation: The evolution of standards of competency for target behaviors. Journal of Applied Behavior Analysis, 12, 581-591.
50. Wagner, M., Blackorby, J., Cameto, R., & Newman, L. (1993). What makes a difference? Influences on postschool outcomes of youth with disabilities. The third comprehensive report from the National Longitudinal Transition Study of Special Education Students. Menlo Park, CA: SRI International.
51. Wagner, M., Newman, L., Cameto, R., Levine, P., & Garza, N. (2006). An overview of findings from the Wave 2 of the National Longitudinal Transition Study-2. Menlo Park, CA: SRI International. Retrieved June 24, 2009, from http://www.nlts2.org/reports/2006-08/nlts2-report-2006-08-complete.pdf
52. Wehman, P., Hill, M., Goodall, P., Cleveland, V. B., & Pentecost, J. (1982). Job placements and follow- up of moderately and severely handicapped individuals after three years. Journal of the Association for the Severely Handicapped, 7, 5-15.
53. White, J., & Weiner.J. S. (2004). Influence of least restrictive environment and community based training on integrated employment outcomes for transitioning students with severe disabilities. Journal of Vocational Rehabilitation, 21, 149-156. (Pubitemid 40268411)
54. Williams, W., & Gotts, E. A. (1977). Selected considerations on developing curriculum for severely handicapped students. In E. Sontag, J. Smith, & N. Certo (Eds), Educational programming for the severely and profoundly handicapped Reston, VA: Council for Exceptional Children.
55. Wolf, M. M. (1978). Social validity: The case for subjective measurement, or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11, 203-214.