Secondary School-based Interventions and Social Engagement of Deaf Young Adults.

Successful social engagement is one of many important outcomes for deaf youth as they transition from high school to adult life. This study examined the effect of self-advocacy and social/life skill trainings in secondary school settings on social engagement after high school using propensity score modeling and data from the large-scale and nationally representative National Longitudinal Transition Study-2. Analyses focused on three types of post-high school social engagement: frequency of seeing friends, involvement in group activities, and participation in community service.

Life After College: Employment, Social, and Community Outcomes for Young Deaf Adults.

While most research on transition outcomes focuses on education and employment, the transition to adulthood also includes social outcomes, such as group involvement and community service. The present study examined a broader set of outcomes for young deaf adults after postsecondary education. A secondary analysis of a large-scale data set, the National Longitudinal Transition Study (NLTS2), was conducted to compare the employment, income assistance, and social/community outcomes of three postsecondary education cohorts: graduates, noncompleters, and nonattendees.

College and Career Readiness: Course Taking Of Deaf and Hard of Hearing Secondary School Students.

Research shows that deaf and hard of hearing (DHH) students frequently enter college and the workplace relatively unprepared for success in math, science, and reading. Based on data from the National Longitudinal Transition Study-2 (NLTS2), the present study focused on DHH students' college and career readiness by investigating their opportunities in secondary school to acquire college and career skills. DHH students earned more credits overall than hearing peers; both groups earned a similar number of credits in academic courses.

Predicting the Academic Achievement of Deaf and Hard-of-Hearing Students From Individual, Household, Communication, and Educational Factors.

Research suggests that the academic achievement of deaf and hard-of-hearing (DHH) students is the result of a complex interplay of many factors. These factors include characteristics of the students (e.g.

The Benefits of High School Career and Technical Education (CTE) for Youth With Learning Disabilities.

Using data from the National Longitudinal Transition Study-2 (NLTS2), this study examines the career and technical education (CTE) course taking of high school students with learning disabilities (LD) in the context of the national movement toward higher standards for determining whether students leave high school "college and career ready." Descriptive analyses document the extent of general education CTE course taking overall by students with LD and their engagement in a concentrated program of occupationally specific general education CTE, a level of course taking early research has linked to improved post-high school employment outcomes. Propensity score modeling was used to determine whether either type of CTE course taking is related to higher odds of full-time employment after high school and whether results differ with the length of time youth were out of high school.

Disability Identification and Self-Efficacy among College Students on the Autism Spectrum.

The number of youth on the autism spectrum approaching young adulthood and attending college is growing. Very little is known about the subjective experience of these college students. Disability identification and self-efficacy are two subjective factors that are critical for the developmental and logistical tasks associated with emerging adulthood.

Who is where? Characteristics of deaf and hard-of-hearing students in regular and special schools.

To address the needs and abilities of deaf and hard-of-hearing (DHH) students in different educational settings, it is important to understand who is in which setting. A secondary analysis of the National Longitudinal Transition Study 2 database was conducted to examine differences in the characteristics of students who attended special schools, such as schools for the deaf, and those who attended regular schools serving a wide variety of students, such as neighborhood, alternative, and charter schools. The study included a nationally (U.

Postsecondary pathways and persistence for STEM versus non-STEM majors: among college students with an autism spectrum disorder.

Little is known about postsecondary pathways and persistence among college students with an autism spectrum disorder (ASD). This study analyzed data from the National Longitudinal Transition Study-2, 2001-2009, a nationally representative sample of students in special education with an ASD who progressed from high school to postsecondary education. Findings suggest that most college students with an ASD enrolled in a 2-year community college at some point in the postsecondary careers (81%).

Longitudinal transition outcomes of youth with emotional disturbances.

Objective: Two perspectives are offered on the transition outcomes of youth with emotional disturbances (ED) using data from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2). The first perspective compares two cohorts of youth ages 18-21 who were out of high school up to 4 years in 1990 and 2005 on their rates of high school completion, postsecondary education enrollment, employment, independent living, and criminal justice system involvement. The second perspective provides similar information from the final wave of NLTS2 data collection (2009), when young adults were ages 21-25.

The application of cognitive event-related brain potentials (ERPs) in language-impaired individuals: review and case studies.

There is a substantial body of basic research that has utilized ERPs to investigate the neurological basis of cognition. This research has, in turn, led to the development of practical applications of cognitive ERPs in patient populations. In particular, recent work has focused on the development of ERP-based assessment measures for the neuropsychological assessment of dyslexia and language impairments secondary to stroke.