Deanne Unruh

Sustaining Secondary Transition Programs in Local Schools

This article reports on factors that influence the sustainability of secondary transition innovations in local schools. We used a two-stage research process, which combined broad survey methods and an embedded case study design, to investigate the sustainability of a specific school-to-community transition model for youth with disabilities. We found that sustainability of comprehensive secondary transition innovations is increased when local programs (a) have the support of at least one key administrator, (b) produce positive student outcomes that are valued by school and community stakeholders, and (c) create a clear and unique role for their services that meets identified needs within the district. Program staff and administrators can increase the likelihood of these events occurring and of local programs being sustained. Implications for developing secondary transition innovations to support greater integration and sustainability in local schools are discussed.

Transition Practices for Adjudicated Youth with E/BDs and Related Disabilities.

Reentry outcomes for formerly incarcerated youth are dismal. The challenges these youth face are even further intensified when they have learning or emotional and behavioral disabilities. Successful transition services need to be initiated in the correctional facility and continue in the community. This article discusses interventions designed to aid the reentry of formerly incarcerated youth into their communities. Caps in existing service delivery are identified. Guiding principles for effective reentry programs and specific strategies focused on increasing employment and continuing education, both while incarcerated and when released, are highlighted.

Methods for Collecting Postschool Outcomes Data on Young Adults With Disabilities: A Literature Synthesis

The current U.S. federal mandate for educational accountability requires state departments of education to collect data on the postschool employment and postsecondary school and/or training enrollment of young adults with disabilities. To examine how these data have been collected, we conducted a literature synthesis of follow-up and follow-along studies to answer four critical questions: (a) What data collection methods were used? (b) What were the sample characteristics? (c) What variables were examined? (d) What postschool outcomes were identified? We report the answers to these questions, discuss the limitations of our synthesis, outline implications for stakeholders, and make recommendations for state researchers collecting postschool outcomes data and for education professionals using these data to improve secondary transition programs for students with disabilities.

A Delphi Study to Operationalize Evidence-Based Predictors in Secondary Transition

Although there are many activities (e.g., transition services), derived from correlational research, that occur while students are in school that increase the likelihood of positive post-school outcomes, many teachers continue to provide services shown to have little to no effect on outcomes of students with disabilities. The purpose of this study was to operationally define the predictors of post-school success for educators to understand what is necessary to develop, implement, and evaluate secondary transition programs based on predictor research. Results conclude experts in the field reached consensus on an operational definition and set of essential program characteristics for each predictor of post-school success to aid practitioners in implementing these practices.

Adolescent Fathers Who Are Incarcerated Juvenile Offenders: Explanatory Study of the Co-Occurrence of Two Problem Behaviors.

We identify explanatory risk variables associated with the co-occurrence of two problem behaviors: juvenile offending and adolescent fatherhood. Data were gathered from a 5-year prospective, longitudinal study of 531 incarcerated juvenile offenders as they transitioned from youth correction facilities back into the community. Of the total sample, 125 (28.3%) of the male participants reported fatherhood before their 20th birthday. Six risk variables were predictive of adolescent fatherhood in this sample: (a) gang member, (b) resided with non-biological parent as primary caretaker, (c) low SES, (d) child of parent with alcoholism, (e) low mother education, and (f) family member convicted of a felony. These variables were then placed in individual, family, and social domains. Cumulative probabilities identified family related variables as the primary domain contributing to the predictive multivariate model. These results provide support for the development of prevention and interventions strategies focused across multiple ecological contexts, focusing specifically on the family unit.

Community Reintegration Outcomes for Formerly Incarcerated Adolescent Fathers and Nonfathers.

This article examines the community reintegration outcomes for adolescents with co-existing behaviors associated with juvenile offending and fatherhood. Data were gathered from the Transition Research on Adjudicated Youth in Community Settings (TRACS) research project, a 5-year prospective, longitudinal examination of outcomes for incarcerated juvenile offenders as they transitioned from youth correctional facilities back into the community. Of the TRACS sample, 125 (28.3%) of the participants reported that they had become fathers before their 20th birthday. Juvenile offenders who were fathers were found to return to the juvenile correctional system at a higher rate than nonfathers (59.4% to 47.5%) within 12 months of initially leaving that system. Fathers who remained in the community were (a) more than 3 times more likely to be employed within 6 months of exit and (b) more than 2.5 times more likely to use community resources over an 18-month period as compared with fathers who returned to custody. The results provide support for the development of interventions connecting these high-risk individuals with employment and community services immediately upon exit from the youth correctional system.

The viability of self-employment for individuals with disabilities in the United States: A synthesis of the empirical-research literature

The lack of employment opportunities and stable employment for individuals with disabilities continues to pose personal and societal difficulties and challenges. Moreover, research and government statistics have consistently reported that individuals with disabilities have lower employment wages and benefits than individuals without disabilities, as well as limited opportunities for promotion and career advancement. Not surprisingly, individuals with disabilities also experience persistently higher poverty rates. While much is known in the empirical-research literature about individuals with disabilities who work for someone else, much less is known about individuals in self-employment. Some anecdotal information suggests that self-employment may be a way to improve these outcomes. In the present paper, we reviewed, analyzed, and synthesized the findings of empirical-research studies on self-employment of individuals with disabilities in the United States. We found that successful self-employment is defined in financial and non-financial terms and is largely influenced by three factors: individual characteristics, level of supports, and accountability systems. Because of the small number of U.S. research studies on self-employment, however, our conclusions are tentative. Further empirical research is needed, focusing especially on long-term outcomes. Implications for researchers, individuals with disabilities, and other stakeholders are discussed in conclusion.

Facility-to-Community Transition Needs for Adjudicated Youth With Disabilities

As part of a statewide multiagency collaboration to provide transition services for adjudicated youth with disabilities in Oregon, we conducted a needs assessment to identify facility-to-community transition supports and barriers. We conducted a nominal group technique in five communities with groups composed of multiple stakeholders. In addition, we conducted qualitative in-depth interviews with 33 adjudicated youth in which they described their perceptions of barriers to and supports necessary for a successful transition from either a youth correctional facility or from probation. Findings suggest that transition services for adjudicated youth with disabilities need to focus on assisting youth to develop self-determination skills and nurturing positive social networks while providing traditional transition-related services (e.g., employment, education, and independent living support).

Perceptions of Mental Health Concerns for Secondary Students with Disabilities during Transition to Adulthood

This study reports results from a national survey of education and community professionals regarding secondary level students with disabilities who were experiencing mental health concerns. A total of 648 professionals from 49 states completed the on-line survey. Respondents reported that almost half (48%) of their students with disabilities were experiencing some mental health concerns and that these concerns were not always addressed through the Individualized Education Program (IEP) and transition planning process provided under federal law. Major barriers to providing effective services included: (a) limited availability of resources; (b) challenging student behaviors; (c) family characteristics and involvement; (d) lack of collaboration between stakeholders; and, (e) need for professional development. Key strategies to improve outcomes included: (a) increasing access to services; (b) developing student skills; (c) involving parents and families; (d) building positive student/teacher relationship; and (e) increasing training and professional development opportunities.

School Personnel Perceptions of Youth With Disabilities Returning to High School From the Juvenile Justice System

Little is known about the perceptions of teachers of their students returning from the juvenile justice system, which can influence student relationships and student engagement, both of which are critical to reduce recidivism rates. This study utilized an online survey to examine the perceptions of a convenience sample of 283 school personnel (e.g., special educators, administrators) from across the country on available transition services, school climate, self-efficacy, barriers faced during reentry, and supportive strategies. Findings indicate transition services are implemented inconsistently; personnel believe they have the ability to positively influence youth, yet they have low expectations for youth after graduation. Findings suggest opportunities for professional development on holding high expectations for youth, services to prevent negative outcomes. Implications for future research call for examination of wraparound services and analysis of transition services utilized across different states and regions of the country.