A Mentor Program for Facilitating the Lifetransitions of Individuals Who Have Handicapping Conditions

Naturally Acquired Mentoring Relationships and Young Adult Outcomes Among Adolescents with Learning Disabilities

“…Previous studies of mentoring relationships among the general population (DuBois & Silverthorn, 2005) and youth in foster care (Ahrens et al, 2008) using the Add Health data have found associations with a broader array of positive outcomes. Similarly, those studies that have evaluated formal mentoring programs for YLD (Buckner, 1993; Moccia et al, 1989; Muscott et al, 1999; Noll, 1997; Ryerson‐Espino et al, 2003; Taylor‐Ritzler et al, 2001; West et al, 2001) have collectively indicated improvements in a wide range of areas, although it is important to note that the methodological limitations of these studies limit the conclusions that can be drawn from them (McDonald et al, 2005). Additionally, the difference in the summary outcome measure comparing mentored versus nonmentored YLD was smaller than was seen in the study of youth in foster care (Ahrens et al, 2008) and became nonsignificant in some of our sensitivity analyses.…”

“…In a review, McDonald, Balcazar, and Keys (2005) noted that available studies generally have reached favorable conclusions regarding the benefits of mentoring relationships for this population. Authors have specifically reported improvements in participants’ self‐esteem (Buckner, 1993), social competence (Muscott, O’Brien, & College, 1999), academic performance and educational attainment (Buckner, 1993; Moccia, Schumaker, Hazel, Vernon, & Deshler, 1989), classroom conduct and performance (Buckner, 1993; Noll, 1997), employment and job‐training skills (Ryerson‐Espino et al, 2003; Taylor‐Ritzler et al, 2001), and independent living skills (West, Targett, Steininger, & Anglin, 2001). However, as noted by McDonald et al (2005), these investigations have several methodological limitations.…”

“…However, as noted by McDonald et al (2005), these investigations have several methodological limitations. These include samples sizes that included less than 50 mentored subjects (Buckner, 1993; Moccia et al, 1989; Muscott et al, 1999; Taylor‐Ritzler et al, 2001; West et al, 2001), lack of a nonmentored comparison group (Buckner, 1993; Muscott et al, 1999; Noll, 1997; West et al, 2001), lack of longitudinal data (Buckner, 1993; Muscott et al, 1999; Noll, 1997; West et al, 2001) and, inclusion of youth with other types of disabilities (Muscott et al, 1999; Ryerson‐Espino et al, 2003; Taylor‐Ritzler et al, 2001; West et al, 2001).…”

A Randomized Trial of a Science, Technology, Engineering, and Mathematics Mentoring Program

“…In addition, the parents of the mentored youth perceived them to be significantly more able to participate in community activities compared with parents of control youth group. Moccia, Schumaker, Hazel, Vernon, and Deshler (1989) found that youth who participated in a transition program with mentors had higher postsecondary education enrollment rates compared with those in the program without mentors. Research on mentoring for youth identified “at-risk” of poor educational, behavior, and adult outcomes has shown positive impacts on their career development (e.g., DuBois, Portillo, Rhodes, Silverthorn, & Valentine, 2011; Eby, Allen, Evans, Ng, & DuBois, 2008).…”

Qualitative Investigation of the Influence of STEM Mentors on Youth With Disabilities

“…These participants reported increased career-decision-making, self-efficacy, and improved attitudes toward blindness. Moccia, Schumaker, Hazel, Vernon, and Deshler (1989) used a quasi-experimental design to evaluate the outcomes of youth with learning disabilities in a transition program that included an in-person contact mentoring program, compared with those of youth who participated in the program prior to the addition of the mentoring component. The youth who participated in the program with the mentoring component added were more likely to receive a high school diploma and enter postsecondary education.…”