Longitudinal Investigation of Vocational Engagement

Abstract

The vocational engagement of 216 individuals with an intellectual disability was followed over a 15-year period. Engagement was operationally defined as activity in five simple categories: competitive, supported, or sheltered employment, plus prevocational and nonvocational daytime activities. Authors sought a long-term view of trends in vocational and nonvocational engagement among all people who were receiving residential and day supports in the U.S. state of Oklahoma, and for whom data collection visits had been conducted during the entire 15-year period. This was intended to assess what progress toward eventual employment has been made over the past two decades, and this information was aimed toward policy initiatives related to Employment First models. Authors selected all people for whom on-site quality-of-life data were collected continuously from 1994 to 2009. Their primary types of daytime activities were reported, and the number of hours in each type were submitted to analysis. The overall amount of vocational, prevocational, and nonvocational activities changed sharply during the 15-year period. Vocational and prevocational activity declined, while nonvocational engagement more than doubled, both in numbers of people and hours. During the same time period, the number of employed individuals consistently declined, as did the total number of hours worked. The decline was primarily evident in segregated forms of vocational activity, such as sheltered workshops and prevocational activities. There was no collateral increase in the use of more integrated forms of employment. Age did not appear to be a factor in this decline. The current emphasis on Employment First models would seem to be justified in view of this sample's longitudinal engagement outcomes. However, this analysis was done in only one state, and results must be compared and contrasted to those in other states.

Skills, Behaviors, Expectations, and Experiences Associated with Improved Postsecondary Outcomes for Students with Significant Cognitive Disabilities

“…Likewise, when families support goals for independent living and provide opportunities to interact with peers who also have career and independent living aspirations, the individual is more likely to hold a job and live independently (Isakson et al, 2006). Household responsibilities and opportunities to practice independence away from home increase the likelihood of post-school employment (Carter et al, 2011(Carter et al, , 2012Isakson et al, 2006;Spreat & Conroy, 2015). Having family members who are familiar with vocational supports needed, receive employment information from the school, and encourage and support engagement in social networks separate from the family also increase the likelihood of employment (Blustein et al, 2016;Eisenman, 2007).…”

Distinguishing Process and Outcome Indicators in Pay for Performance Funding Models: Are People “better off?”

“…Conroy & Bradley's (1985) findings have been replicated across a variety of sites and settings, and a relatively common pattern of results has emerged. The only negative factors that emerged were some difficulties in obtaining certain forms of medical care (a problem that has declined somewhat) and a substantially reduced number of hours of vocational engagement (a problem that has remained) (Spreat & Conroy, 2015).…”