Arkansas Transition Services

This Predictor will have Characteristics soon.

• Students with disabilities who had parents who expected their child to attend postsecondary education were more likely to be engaged in post-school education (Chiang, Cheung, Hickson, Xiang, & Tsai, 2012; Papay & Bambara, 2014; Wagner, Newman, & Javitz, 2014). 

• Students with disabilities who had parents who expected their child get a paid job were more likely to be engaged in post-school employment and education (Doren, Gau, Lindstrom, 2012).

• Students with disabilities who had parents who expected their child to gain employment were more likely to be engaged in post-school employment and education (Papay & Bambara, 2014).

• Students with disabilities who had parents who expected their child to attend postsecondary education were more likely to have more social interactions post-school (Papay & Bambara, 2014). 

• Students with disabilities who had parents who expected their child would probably have a job or definitely have a job were more likely to be engaged in post-school employment (Carter, Austin, & Trainor, 2012).

• Students with disabilities who had parents who expected their child would probably be self-supporting or definitely self-supporting were more likely to be engaged in post-school employment (Carter, Austin, & Trainor, 2012).

References

Carter, E.W. Austin, D., Trainor, A.A. (2012). Predictors of postschool employment outcomes for young adults with severe disabilities. Journal of Disability Policy, 23, 50-63. doi: 10.1177/1044207311414680

Chiang, H.M., Cheung, Y.K., Hickson, L., & Tsai, L.Y. (2012). Predictive factors of participation in postsecondary education for high school leavers with autism. Journal of Autism and Developmental Disabilities, 42, 685-696. doi: 10.1007/s10803-011-1297-7

Doren, B., Gau, J. M., & Lindstrom, L.E. (2012). The relationship between parent expectations and postschool outcomes of adolescents with disabilities. Exceptional Children, 79, 7-23

Papay, C. K., & Bambara, L. M. (2013). Best practices in transition to adult life for youth with intellectual disability. Career Development and Transition for Exceptional Individuals, 37, 136-148. doi: 10.1177/2165143413486693

Wagner, M. M., Newman, L.A., & Javitz, H.S. (2014). The influence of family socioeconomic status on the post-high school outcomes of youth with disabilities. Career Development and Transition for Exceptional Individuals, 37, 5-17. doi: 10.1177/2165143414523980