Exploring Predictors of Community Participation among Young Adults with Severe Disabilities

Autor/inn/en	Lee, Hyunjoo; Morningstar, Mary E.
Titel	Exploring Predictors of Community Participation among Young Adults with Severe Disabilities
Quelle	In: Research and Practice for Persons with Severe Disabilities, 44 (2019) 3, S.186-199 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Hyunjoo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/1540796919863650
Schlagwörter	Predictor Variables; Community Involvement; Severe Disabilities; Longitudinal Studies; Special Education; Transitional Programs; Data Analysis; Adolescents; Outcomes of Education; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Prädiktor; Severe disability; Schwerbehinderung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Special needs education; Sonderpädagogik; Sonderschulwesen; Auswertung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lernleistung; Schulerfolg
Abstract	A secondary analysis of data from the National Longitudinal Transition Study--2 (NLTS2) was conducted to examine predictors associated with improved postschool community participation of young adults with severe disabilities. Multidimensional item response theory was used to establish criterion and predictor constructs and examine predictive relationships between these constructs. Results identified two outcome constructs (community involvement, social engagement) and four predictors (functional skills, classroom behaviors, participation in social networks, access to vocational programs) establishing good model fit. Participation in social networks while in school was a strong predictor of both community involvement and social engagement. Functional skills of young adults predicted postschool community involvement. Implications for future research and practice promoting and supporting community participation are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01