This study investigated the adult adjustment of a statewide random sample of 911 individuals labelled learning disabled who had been graduated from school one year previously. Results are reported in terms of: (a) general characteristics of the sample; (b) characteristics of the employed individuals in terms of rate and location of employment, occupational status, number of hours worked, mean wage, and benefits; and (c) comparisons of employed and unemployed individuals in terms of vocational training, work experiences, and postsecondary training. Data are reported by level of instructional program in which the individuals were enrolled while still in school and by gender, where relevant.

This study investigated the adult adjustment of a statewide random sample of 737 young adults with learning disabilities, 59 labeled behaviorally disordered, and 142 labeled mentally disabled, all graduates of special education resource teacher programs. Results are reported in terms of (a) general status information, such as marital status and living arrangements; (b) information about those competitively employed, such as wages, hours worked per week, and percentage of living expenses paid; and (c) comparison of competitively employed versus unemployed individuals, in terms of high school vocational training and work experiences. Information is also provided on postsecondary education and overall “successful” adult adjustment. Data are compared across disability groups and across gender, where relevant.

A three-phase functional assessment was conducted to develop and test hypotheses about the relation between instructional accommodations in academic areas and behavior arob-Iems for three adolescents with severe behavioral disorders. In Phase 1, the researchers conducted descriptive analyses to identify when most behavior problems occurred at schools, and to interview teachers and students concerning those behavior problems. From the results of descriptive analyses, individualized hypotheses were developed regarding instructional accommodations that might result in improved academic and classroom behavior. Phase 2 included experimental analyses within alternating treatments designs to test these hypotheses within the classrooms. Phase 3 included extended interventions of the instructional accommodations within multiple-baseline (across academic subjects) designs for each participant. Implementation of one or more of the instructional accommodations resulted in improved academic productivity and accuracy, and behavior problems were reduced during the classes in which the instructional accommodations were implemented. In addition, for two participants behavior problems decreased throughout the school day.

The purpose of this study is to determine (a) the patterns that existed in employment preparation courses offered by districts across a midwestern state and (b) the primary intent, primary method of instruction, and location of the classroom-based and work-based components of these courses. Findings indicated that (a) employment preparation offerings were limited, (b) career and technical education was the primary vehicle for delivering employment preparation, (c) the majority of employment preparation course work was offered in the classroom setting, (d) the intent of instruction for work-based-only courses was different from other delivery models, (e) the primary method of instruction in classroom-based-only courses was combined lecture and experiential, and (f) the method of delivering work-based learning differed by model.

This study investigated the adjustment – one year after leaving school – of 130 individuals with behavioral disorders who had been graduated from special education programs throughout the state of Iowa in the classes of 1985 and 1986; 70 dropouts from these same classes were also interviewed. General adjustment areas investigated included living arrangements, leisure activities, mechanisms used to cope with personal problems, and difficulties with law enforcement agencies. Percentage employed, location of employment, hours worked, wages, status, area of job. fringe benefits, and source of help in finding a job are also reported. Employed versus unemployed individuals are compared in terms of gender, type of vocational training received in high school, and paid employment during high school. Individuals were also asked to rate their high school experiences relative to their usefulness in preparing them for various facets of adult life. All results are reported separately for graduates and dropouts.