Discussion on the Teaching Application of Rehabilitation Comprehensive Training Course for Secondary Vocational Rehabilitation Technology Major

2021 ◽  
2015 ◽  
Vol 29 (2) ◽  
pp. 183-192 ◽  
Author(s):  
Chung-Yi Chiu ◽  
Timothy N. Tansey ◽  
Fong Chan ◽  
David Strauser ◽  
Michael P. Frain ◽  
...  

Objectives: To examine the effect of rehabilitation technology interventions on the employment or job retention outcomes of individuals with multiple sclerosis (MS) served by the state-federal vocational rehabilitation program using a case-control study design.Participants: Data for this study were extracted from the Rehabilitation Services Administration Case Service Report database. The sample included 8,715 individuals with MS aged between 16 and 64 years old whose cases were closed between the fiscal years of 2007 and 2011.Outcome measure: Competitive employment.Results: The classification and regression tree method identified 5 homogeneous subgroups ranging from high to low propensity to receive rehabilitation technology services. Specifically, individuals with MS employed at application were most likely to receive rehabilitation technology intervention. The effect of rehabilitation technology on job retention was especially strong for individuals aged 35 years or older with a college education.Conclusion: These findings suggest that rehabilitation technology is an effective service for enhancing job retention outcomes of middle-aged and older adults with MS and provide valuable information for policymakers, health care providers, rehabilitation counselors, and educators.


2018 ◽  
Vol 112 (5) ◽  
pp. 461-474 ◽  
Author(s):  
Adele Crudden ◽  
Michele C. McDonnall ◽  
Zhen Sui

Introduction Recent U.S. legislation supports vocational rehabilitation efforts to maximize employment and community integration of persons with disabilities by providing job retention and career advancement services. The study presented here investigated employed persons with visual disabilities who applied for vocational rehabilitation services. Methods The sample included 4,499 competitively employed vocational rehabilitation applicants from the FY2015 RSA-911 report. Logistic regression was used to identify consumer characteristics and vocational rehabilitation services associated with losing competitive employment. Results Employed applicants tended to receive assessment, counseling and guidance, diagnosis and treatment, and rehabilitation technology. Characteristics that put employed applicants at increased risk of losing their jobs included being female, having a secondary disability, working fewer hours, having less education, or having a previous unsuccessful vocational rehabilitation employment outcome. There was a significant interaction between vocational rehabilitation case length and age: those served for longer periods were more likely to lose employment, particularly older consumers. Consumers who received short-term on-the-job support, diagnosis and treatment of impairments, or rehabilitation technology services were more likely to retain competitive employment. Discussion When developing rehabilitation plans for employed applicants, counselors may identify and attempt to provide services to address factors that put consumers at an increased risk of losing employment. Part-time employment at application is one risk factor that requires increased attention. Implications for practitioners Prompt service delivery is an important factor in facilitating job retention. Increased efforts to maintain consumer contact and motivation may influence the likelihood of job retention among employed applicants.


2018 ◽  
Vol 29 (3) ◽  
pp. 166-177 ◽  
Author(s):  
J. Martin Giesen ◽  
Anne Hierholzer Lang

We examined individual, socioeconomic, disability, service, and state-level factors predicting vocational rehabilitation (VR) closure earnings exceeding substantial gainful activity for Social Security Disability Insurance (DI) beneficiaries in VR who were blind or visually impaired (BVI). We used 2011 RSA-911 (Rehabilitation Services Administration) data from 3,505 individuals exiting VR. Using multilevel modeling, we found positive relationships for beneficiaries who were male, younger, African American; held higher education levels; were without additional disabilities; had higher earnings and DI benefits at application; received services related to job placement and on-the-job supports; did not receive “work basics” (job-readiness) training; received training/support services in rehabilitation technology and other supports; and resided in states with lower unemployment rates. Interactions with VR agency structure revealed compensatory effects—negative relationships for being female and for being older were overcome by receiving services in a blind (rather than combined) agency. We concluded that prior work experience of a DI-beneficiary consumer contributes substantially to high earnings likely to lead to benefits termination due to work for the BVI consumer exiting VR and may serve to level race/ethnicity differences in outcome. Policy recommendations include retaining separate VR agencies for BVI consumers and strongly encouraging work experiences for consumers in VR.


ASHA Leader ◽  
2017 ◽  
Vol 22 (2) ◽  
pp. 18-19
Author(s):  
Laura Smith-Olinde ◽  
Steven E. Boone

2005 ◽  
Vol 10 (2) ◽  
pp. 93-102 ◽  
Author(s):  
Dave Bartram ◽  
Robert A. Roe

Abstract. The European Diploma in Psychology defines a common European standard for the competences required to practice as a psychologist. This paper describes how that standard was developed and defined, and why it was considered important to bring together the traditional input-based specification of professional competence, in terms of curriculum and training course content, with a more outcome-oriented approach that focuses on the competences that a professional psychologist needs to demonstrate in practice. The paper addresses three specific questions. What are the competences that a psychologist should possess? Are these competences the same for all areas of practice within professional psychology? How can these competences be assessed?


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