Employment supports in early work experiences for transition-age youth with disabilities who receive Supplemental Security Income (SSI)

2019 ◽  
Vol 51 (2) ◽  
pp. 159-166
Author(s):  
Brent Williams ◽  
Wen-Juo Lo ◽  
Julie Hill ◽  
Nnamdi Ezike ◽  
Jerry Huddleston
Keyword(s):  
Supplemental Security Income ◽  
Work Experiences ◽  
Transition Age Youth ◽  
Youth With Disabilities ◽  
Transition Age ◽  
Employment Supports

Stages of Change Scale to Measure Work Readiness of Transition-Age Youth With Disabilities: A Promising Approach

2020 ◽  
pp. 003435522097061
Author(s):  
Amanda Schlegelmilch ◽  
Matthew Roskowski ◽  
Emily A. Brinck ◽  
Catherine A. Anderson ◽  
Ellie Hartman ◽  
...  
Keyword(s):  
Stages Of Change ◽  
Supplemental Security Income ◽  
Work Readiness ◽  
Transition Age Youth ◽  
Youth With Disabilities ◽  
Transition Age ◽  
Positive Feelings ◽  
Employment Rates ◽  
Services And Supports ◽  
The Impact

The experience of transitioning into adulthood is a critical phase in life. The navigation of government benefits adds further complexity that can affect employment outcomes for youth with disabilities. Some individuals hesitate to work out of fear to losing access to monetary, disability, and related health care benefits. However, using available work incentives while pursuing employment and career paths can provide opportunities to work and address poverty without forgoing needed services. The Wisconsin Promoting Readiness of Minors in Supplemental Security Income (PROMISE) research grant aimed to positively change youth readiness to work through the use of Motivational Interviewing, work incentive benefits counseling, financial capability building, shifting expectations, and help in navigating transition resources. To measure the impact on readiness to work, 126 transition-age youth receiving supplemental security income (SSI), 188 of their family members, and 411 Division of Vocational Rehabilitation (DVR) counselors working with the youth and families completed a modified Stages of Change Scale survey. Results indicated that youths’ work readiness and positive feelings about work significantly increased from baseline to follow-up, along with an increase in employment rates. The implications of these findings highlight the utility of incorporating the stages of change theory into the design and implementation of services and supports to increase work readiness for youth with disabilities in transition.

Case Management Strategies to Promote Employment for Transition-Age Youth With Disabilities

2021 ◽  
Vol 44 (2) ◽  
pp. 120-131
Author(s):  
Sara T. McCormick ◽  
Noelle K. Kurth ◽  
Catherine E. Chambless ◽  
Catherine Ipsen ◽  
Jean P. Hall
Keyword(s):  
Case Management ◽  
Students With Disabilities ◽  
Transition To Adulthood ◽  
Independent Living ◽  
Management Strategies ◽  
Case Managers ◽  
Transition Age Youth ◽  
Youth With Disabilities ◽  
Transition Age ◽  
Education And Employment

Transitioning students with disabilities are at a disadvantage for post-school employment. This article explores ASPIRE case managers’ roles in promoting employment among transition-age youth with disabilities receiving SSI. Qualitative and quantitative studies examined programmatic factors related to employment. Results showed that higher rates of face-to-face case management meetings and early employment experiences were associated with improved employment outcomes. Effective case managers’ interactions with families were characterized by persistence, flexibility, and a holistic focus. Case management during the transition to adulthood, which crosses independent living, education, and employment domains, is important. A cross-domain case management model can be effective in mitigating multiple barriers to self-sufficiency experienced by families living with disability and poverty. Limitations and implications for research and practice are included.

Service needs assessment of employment-related soft skills for transition age youth with disabilities

2021 ◽  
pp. 1-11
Author(s):  
Weili Lu ◽  
Janice Oursler ◽  
Ni Gao ◽  
Samantha Herrick ◽  
Jake Mariani ◽  
...  
Keyword(s):  
Service Providers ◽  
Soft Skills ◽  
Service Needs ◽  
Transition Age Youth ◽  
Youth With Disabilities ◽  
Individuals With Disabilities ◽  
Transition Age ◽  
Work Related ◽  
Employment Success ◽  
Disability Service Providers

BACKGROUND: Work-related soft skills can be an important factor for successful employment outcomes, particularly for individuals with disabilities. OBJECTIVE: This study conducted a survey on the needs of important work-related soft skills for employment success of transition age youth with disabilities. METHODS: 183 participants included 27 individuals with disabilities, 32 family members of individuals with disabilities,35 disability service providers, 47 disability advocates and 42 employers, completed surveys to identify a list of soft skills by importance for transition age youth with disabilities to succeed at work. RESULTS: All five groups noted the top two skills: asking for help and responding to feedback, as most important. Employers also rated interview skills as third most important skills, while the other four groups advocated requesting for accommodations and negotiating conflicts as the third and fourth most important skills. CONCLUSIONS: Findings indicated soft skills being critical to work success for transition age youth with disabilities, with some skills potentially being more important. Vocational counseling implications were discussed.

Parent Perspectives on Pre-Employment Transition Services for Youth With Disabilities

2021 ◽  
pp. 003435522199354
Author(s):  
Michele A. Schutz ◽  
Jessica M. Awsumb ◽  
Erik W. Carter ◽  
Elise D. McMillan
Keyword(s):  
Transition Services ◽  
Intellectual And Developmental Disabilities ◽  
Transition Age Youth ◽  
Youth With Disabilities ◽  
Transition Age ◽  
Potential Barriers ◽  
Employment Preparation ◽  
Employment Transition ◽  
Survey Responses ◽  
Local Transition

Parents have long been recognized as critical supports and partners to youth with disabilities preparing for the world of work. We collected survey responses from 253 parents of transition-age youth with disabilities regarding their views on practices related to pre-employment transition services (Pre-ETS), the overall employment preparation of their children, potential barriers to future employment, and their knowledge of local transition resources. Parents reported that their children would benefit from an array of employment-focused transition practices. However, they were quite mixed in their views of prevailing barriers and current employment preparation. Moreover, a large majority of parents said they were unfamiliar with a range of transition-related resources available in their communities. In some areas, the views of parents differed based on the type of community in which they lived (i.e., rural vs. non-rural) or the nature of their child’s disability (i.e., intellectual and developmental disabilities vs. other disabilities). We offer recommendations for supporting families as they prepare their children with disabilities for life after high school.

Validating a Model of Motivational Factors Influencing Involvement for Parents of Transition-Age Youth With Disabilities

2017 ◽  
Vol 39 (1) ◽  
pp. 15-26 ◽  
Author(s):  
Kara A. Hirano ◽  
Lina Shanley ◽  
S. Andrew Garbacz ◽  
Dawn A. Rowe ◽  
Lauren Lindstrom ◽  
...  
Keyword(s):  
Motivational Factors ◽  
Transition Age Youth ◽  
Youth With Disabilities ◽  
Transition Age ◽  
Factors Influencing

Meeting the Needs of Adolescents and Young Adults with Disabilities

2010 ◽  
pp. 135-147
Author(s):  
Katharine Hill ◽  
Joe Timmons ◽  
Christen Opsal
Keyword(s):  
Youth Development ◽  
Transition To Adulthood ◽  
Educational Opportunities ◽  
At Risk Youth ◽  
Mentoring Program ◽  
Electronic Mentoring ◽  
Transition Age Youth ◽  
Youth With Disabilities ◽  
Transition Age ◽  
Caring Adults

Resilience in at-risk youth is anchored by supportive adults who may be relatives, neighbors, teachers, employers, or other members of the community. Telementoring or electronic mentoring (e-mentoring) is a promising practice for improving transition-to-adulthood outcomes for youth with disabilities through connections with caring adults. E-mentoring supports the development of technological and social skills and also increases their understanding of the employment and educational opportunities that await youth upon completion of high school. Connecting to Success (CTS) is an e-mentoring program for transition-age youth with disabilities. In this chapter, CTS is discussed in the context of healthy youth development and transition to adulthood. An overview of the CTS program model is provided, and a discussion of future directions is identified.

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