BACKGROUND: Work-based learning experiences (WBLEs) are significantly associated with improved postschool employment outcomes for students with disabilities; however, little is known about the specific barriers affecting implementation of WBLEs. OBJECTIVE: The purpose of this study was to identify community-and school-related barriers to implementing WBLEs. METHODS: This study used a mixed methods approach to analyze survey data from 170 secondary transition staff providing WBLEs to students with disabilities in three states. RESULTS: Findings provided a broader understanding of critical barriers as perceived by transition staff implementing WBLEs, including limited availability of resources, transportation, and lack of willing employers. CONCLUSIONS: Collaborative partnerships between vocational agencies and school districts have the potential to address some of these barriers and improve the delivery of employment supports and WBLEs in an effort to help students achieve their postschool employment goals.

Self-determination skill development is a central construct in the field of secondary special education. Recently, there has been discussion to revisit the motivational theoretical roots that influence the conceptualization of self-determination in special education, and merge motivational theories with instructional practices. Self-determination can be taught in a variety of formats, but one popular means is through self-determination curricula. To determine how motivational theories are reflected in self-determination instruction, a curriculum analysis was completed. Three motivational theories (contextual theory, self-determination theory, achievement goal theory) and three self-determination curricula (Steps to Self-Determination, Whose Future Is it Anyway?, and ME! Lessons for Teaching Self-Awareness and Self-Advocacy) were analyzed. Results indicated variability of the presence of motivational theory across curriculum.

Transition in PracticeElizabeth is a job coach supporting Maddy, a 16-year-old high school sophomore, in her work-based learning experience (WBLE). Maddy is completing an internship at a local movie theater for her transition class. Maddy works a 2-hr shift, twice a week, cleaning theaters after the end of each movie. Because of Maddy's interest in movies and her postschool employment goal of working at a movie theater as a projectionist, Maddy's Individualized Education Program (IEP) team identified the movie theater as a suitable employment setting. On the job, Elizabeth supports Maddy in developing her communication skills and appropriate workplace behaviors. However, Maddy frequently exhibits off-task behavior by talking on her cell phone and to coworkers, which distracts her co-workers from their job duties. Elizabeth and the movie theater manager developed an incentive system for all employees and have worked to reinforce Maddy's on-task behavior, but Maddy's behavior remains the same. The movie theater manager has told Elizabeth that he is considering ending Maddy's internship if her problem behavior continues.Students with disabilities who exhibit socially inappropriate behavior during WBLEs (e.g., job shadowing, internships, paid employment experiences identified by school personnel) are often at-risk for termination, which could result in challenges finding and maintaining future employment. The purpose of this article is to provide information about how functional behavioral assessments (FBAs), along with ecological assessments, can be used to develop behavior support plans (BSPs) for students engaging in problem behaviors in employment settings. Specifically, this article discusses how the use of direct and indirect observational methods (i.e., ecological assessments, functional assessment interviews for work-based learning [FAI-W]) can assist transition personnel in conducting FBAs and designing BSPs to reduce inappropriate behaviors and increase appropriate behaviors. AbstractWork experiences are linked to positive post-school outcomes for youth and young adults with disabilities. Unfortunately, students who struggle to manage conflict and challenges in work settings have a difficult time maintaining employment. Though ecological assessments are used to create supported work plans surrounding socially inappropriate behavior, some students may benefit from a more targeted function-based approach to addressing these behaviors in work settings. This article provides information about how functional behavioral assessments and behavior support plans, tools routinely used in schools, can be adapted for use in employment settings.Keywords secondary transition, work-based learning, post-school outcomes, ecological assessments, function-based approach, functional behavioral assessments, behavior support plans at UQ Library on June 4, 2016 cde.sagepub.com Downloaded from

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BACKGROUND: Work-based learning experiences provide secondary students meaningful opportunities to acquire skills needed for long-term employment. Students with disabilities engaging in problem behaviors on the job are vulnerable to having employment opportunities reduced or terminated. One way to develop appropriate work-based behaviors that may promote long-term, competitive integrated employment is to address problem behaviors in high school to ensure students enter the workforce career ready. OBJECTIVE: The purpose of this study was to examine the effects of a function-based, self-determined multi-component intervention on the reduction of work-based problem behaviors for secondary youth with disabilities. METHODS: This study used a single-case A-B-A-B withdrawal design to examine the effects of the intervention on two student participants' off-task, work-based problem behaviors. RESULTS: Based on visual analysis of graphed data, results indicated a functional relation between the function-based, self-determined multi-component intervention and decrease in off-task, work-based problem behaviors for each student participant. The intervention was rated as socially valid by students and job coaches. CONCLUSIONS: This study provides empirical evidence to support implementation of using FBAs and self-determination interventions in combination during work-based learning experiences to decrease work-based problem behaviors for secondary students with disabilities. Limitations and implications for future research and practice are discussed.