This study examines the relationship between social media site Facebook and TV ratings drawing from audience factors of integration model of audience behavior. Based on context of Taiwan television network programs, this study collected measures for Facebook likes, shares, comments, posts for three genres of television shows and their Nielsen ratings over a period of eleven weeks, resulting in the size of sample more than 130 observations. This study applied multiple regression models and determined that the key social media measures correlate with TV ratings. In essence, TV shows with higher number of posts and engagement are likely to relate to higher ratings, special in drama shows. Subsequently, this study constructed the TV prediction models with measures for Facebook via SVR. The results suggested that prediction models are a good forecasting of which MAPE was between 10% -20%, even less than 10%. This implies that TV network should be motivated to invest in social media and engage their audience and analysts can use social media as a mechanism of exante forecasting.

One important aspect of special education research that makes it complex is the variability of the disability categories being studied. This study used the context of individualized education program (IEP)/transition planning and National Longitudinal Transition Study 2012 (NLTS 2012) student and parent survey items associated with this context to illustrate the challenges of grouping disability categories. We examined how disability groupings are treated similarly with respect to their transition planning experiences across different survey items. Findings illustrate that the 12 transition-related disability categories can be empirically formed into four clusters according to their IEP/transition planning meeting experiences. Results indicate that regardless of the scale used, these groupings are relatively consistent (e.g., autism, multiple disabilities, and orthopedic impairments were always together), but different from groupings based on theory or another set of items (e.g., self-determination). Implications for practice and future research are discussed.

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The purpose of this study was to use data from the United States' National Longitudinal Transition Study 2012 (NLTS 2012) to present descriptive information on youth and parent participation and youth's role in required Individualized Education Program (IEP)/transition planning meetings by disability category and age groupings (14-22 year olds, 14-15 year olds, and 16-22 year olds). The study found that youth and parent attendance in IEP/transition planning meetings was high across disability categories, but the extent to which youth and parents met with teachers to discuss transition goals was much lower. Data from NLTS 2012 and a previous U.S. study, the National Longitudinal Transition Study 2 (NLTS2), were compared for youth's participation with school staff in discussing transition goals. A significant decline in participation was found over the past decade. Logistic regression analyses illustrated differences in youth and parent participation and youth's role by disability category.

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