Impact of Occupational Instruction on the Performance and Vocational Identity of Special Education Students

Roessler, Richard T.; Foshee, Karen

doi:10.1177/875687059601500107

Cited by 3 publications

(3 citation statements)

References 8 publications

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“…MVS Vocational Identity scores for the general education students were consistent with norms for high school students reported by Holland et al (1980). MVS Vocational Identity scores for the special education students were considerably lower than the Holland et al norms for general education students as well as MVS Vocational Identity scores in another sample of general and special education students in a rural school district (M = 9; Roessler & Foshee, 1996). In interpreting the MVS scores, readers should keep in mind the lower coefficient alpha (.54) reported by the special education students in this sample.…”

Section: Resultscontrasting

confidence: 54%

Students with Disabilities

Ochs

Roessler

2001

Rehabilitation Counseling Bulletin

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Employment success in the 21st century requires that students with disabilities possess career maturity and personal flexibility. Past research, however, has indicated that students with disabilities experience a significant "developmental lag" with respect to career maturity. To determine whether that conclusion still pertained, this study compared the career development levels of 95 special education and 99 general education students. Although both groups had optimistic career outlooks, evidence indicated that special education students had significantly lower scores than their general-education peers on career decision-making self-efficacy, career outcome expectations, career exploration intentions, and vocational identity. Implications of the findings for educational and rehabilitation programming are discussed.

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Section: Resultscontrasting

confidence: 54%

Students with Disabilities

Ochs

Roessler

2001

Rehabilitation Counseling Bulletin

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“…The teaching of skills in the community setting should facilitate the generalization of skills taught to future job employment. Research by Roessler and Foshee (2010) and Sabbatino and Macrine (2007) in fact indicated positive outcomes from community-based job skills training. Results of these studies should, however, be interpreted with caution given the lack of details regarding the type, quality, and amount of instruction provided to students as well as the lack of control groups.…”

Section: Introductionmentioning

confidence: 99%

“…A recent focus on vocational instruction for school-aged students with disabilities emphasizes the implementation of curricula that teach functional academic and vocational skills in community settings (Roessler and Foshee 2010;Sabbatino and Macrine 2007). The teaching of skills in the community setting should facilitate the generalization of skills taught to future job employment.…”

Section: Introductionmentioning

confidence: 99%

Effects of Fluency Versus Accuracy Training on Endurance and Retention of Assembly Tasks by Four Adolescents with Developmental Disabilities

Lee

Singer-Dudek

2011

J Behav Educ

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Schools are increasingly being encouraged to teach vocational skills to middle and high school students. Although extensive research exists demonstrating the benefits of fluency instruction when teaching academic skills to this population of students, few studies have examined the importance of fluency training when teaching vocational skills. Using an alternating treatments design, the present study examined the effects of fluency versus accuracy training on 4 students' fluency in completing 2 vocational tasks. Following the training phase, students completed each task during 20-and 40-min work sessions to assess endurance and retention of the trained skills. Overall, results suggest that the fluency condition produced greater work productivity.

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Transition Planning/Coordinating Interventions for Youth with Disabilities

Cobb

Alwell

2009

Career Development for Exceptional Individuals

126

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The relationship between transition planning/coordinating interventions and transition outcomes for secondary-aged youth with disabilities was explored in this systematic review. A total of 31 studies intervening with 859 youth with a wide variety of disabilities were reviewed. Using the transition intervention framework of Kohler and Field (2003) the findings of this review support the efficacy of student-focused planning and student-development interventions in improving the transition-related outcomes for youth with disabilities. There were not an adequate number of studies meeting minimal standards of methodological adequacy to assess the efficacy of family involvement, collaborative service delivery, and program structure interventions. Implications for practice are suggested as well as directions to the reader to locate more detailed descriptions of how several interventions associated with student-focused planning and some areas of student development might be acquired and implemented in secondary educational environments.

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Impact of Occupational Instruction on the Performance and Vocational Identity of Special Education Students

Cited by 3 publications

References 8 publications

Students with Disabilities

Students with Disabilities

Effects of Fluency Versus Accuracy Training on Endurance and Retention of Assembly Tasks by Four Adolescents with Developmental Disabilities

Transition Planning/Coordinating Interventions for Youth with Disabilities

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