Journal of Vocational Rehabilitation - Volume 60, issue 2

Authors: Taylor, Joshua P. | Whittenburg, Holly N.

Article Type: Editorial

DOI: 10.3233/JVR-240001

Citation: Journal of Vocational Rehabilitation, vol. 60, no. 2, pp. 155-156, 2024

Authors: Taylor, Joshua P. | Whittenburg, Holly N.

Article Type: Discussion

Abstract: As we mark the 10th anniversary of the passage of the Workforce Innovation and Opportunity Act of 2014 (WIOA), one of its marquee policies— pre-employment transition services (Pre-ETS)— remains a work in progress. WIOA focused on achieving competitive integrated employment (CIE) for people with disabilities by establishing it as the primary goal for services and by reallocating resources and emphasizing coordinated service delivery to bend the trajectories of youth with disabilities toward CIE and minimize segregated and subminimum wage alternatives. However, along with the promise of opportunity and innovation, WIOA has introduced challenges and complexity in implementing Pre-ETS and other …requirements. In this paper, we describe the promise of WIOA and Pre-ETS as well as many of these ongoing challenges related to its implementation. Finally, we provide recommendations for how federal and state leaders can build on the innovation occurring within Pre-ETS implementation to improve outcomes and achieve the promise WIOA set forth. Show more

Keywords: Transition, employment, policy, vocational rehabilitation, special education

DOI: 10.3233/JVR-240002

Citation: Journal of Vocational Rehabilitation, vol. 60, no. 2, pp. 157-161, 2024

Authors: Rooney-Kron, Magen | Malouf, Emily T. | Brenner, Hannah R. | Taylor, Josh | Whittenburg, Holly | Carlson, Sarah | Avellone, Lauren

Article Type: Review Article

Abstract: BACKGROUND: The Workforce Innovation and Opportunity Act (2014) requires state vocational rehabilitation agencies to dedicate 15% of their budget to providing pre-employment transition services (Pre-ETS) to transition aged youth (TAY) with disabilities. OBJECTIVE: The purpose of this study was to summarize the peer-reviewed, empirical literature focused on Pre-ETS for TAY with disabilities. METHOD: An initial search was completed on October 24th, 2023. A second search was conducted on January 1, 2024 to determine whether any additional publications that met inclusion criteria were published. We used scoping review methods to review, summarize, and identify gaps within the …existing literature about Pre-ETS for TAY with disabilities. We identified study characteristics and main areas of foci for each study. RESULTS: A total of 26 peer-reviewed articles published in the United States between 2017–2023 focused on Pre-ETS for TAY with disabilities. Articles focused on (a) participants’ perceptions of Pre-ETS, (b) program and TAY outcomes, and (c) policy analyses. CONCLUSION: Our findings suggest that Pre-ETS are a promising set of practices to increase the postschool outcomes of TAY with disabilities. Implications for practice, research, and policy are discussed. Show more

Keywords: Pre-employment transition services, transition, youth with disabilities, vocational rehabilitation, special education

DOI: 10.3233/JVR-240003

Citation: Journal of Vocational Rehabilitation, vol. 60, no. 2, pp. 163-174, 2024

Authors: Poppen, Marcus | Sheftel, Anya | Lindstrom, Lauren E. | Rowe, Dawn A. | Unruh, Deanne | Mazzotti, Valerie L.

Article Type: Research Article

Abstract: BACKGROUND: Under the Workforce Innovation and Opportunity Act of 2014 (WIOA), vocational rehabilitation (VR) agencies are required to evaluate their students’ need for pre-employment transition services and use this information to inform their goals, priorities and strategies. OBJECTIVE: This manuscript presents the development and field testing of the Transition Self-Assessment Tool (TSAT), a web-based instrument designed to support VR agencies’ evaluation and strategic planning initiatives by measuring the availability, accessibility, and coordination of school-based transition services. METHOD: Our methods describe the TSAT development procedures and the methods of conducting a TSAT field test. RESULTS: …Findings suggest high schools offer a broad array of career-related services for their students. However, not all potentially eligible students with disabilities have access to those services and when these services are provided, they are frequently delivered without coordination with VR. Additionally, data show more services are available, accessed, and coordinated in high schools participating in a statewide transition program. CONCLUSION: Results from the TSAT field test suggest it is feasible to conduct a statewide needs assessment of school-based transition services using this instrument. Furthermore, the findings from the TSAT align with prior knowledge about school-based transition services, and can be used to inform a state’s goals, priorities and strategies. Show more

Keywords: Transition, youth with disabilities, vocational rehabilitation, workforce innovation and opportunity act, pre-employment transition services

DOI: 10.3233/JVR-240004

Citation: Journal of Vocational Rehabilitation, vol. 60, no. 2, pp. 175-184, 2024

Authors: Whittenburg, Holly N. | Avellone, Lauren | Taylor, Joshua P. | Park, Sara | Poppen, Marcus | Rios, Yazmin Castruita | Tansey, Tim

Article Type: Research Article

Abstract: BACKGROUND: The Workforce Innovation and Opportunity Act of 2014 (WIOA) substantially changed the way state vocational rehabilitation (VR) agencies prepare transition-age students with disabilities for competitive integrated employment through the provision of pre-employment transition services (Pre-ETS). However, little is known about how state VR agencies are delivering Pre-ETS to students with disabilities in practice. OBJECTIVE: The purpose of this study was to examine state-level provision of Pre-ETS across the United States. METHOD: Descriptive analyses of Rehabilitation Services Administration’s Case Service Report (RSA-911) data of Pre-ETS recipients between 2017 and 2020 were conducted across states. …RESULTS: Substantial state-level differences were noted in the type of Pre-ETS provided, how many Pre-ETS were provided to each recipient, the disability characteristics of students, and state use of Pre-ETS provider types (VR staff or vendor). CONCLUSION: State differences in Pre-ETS implementation require further research to investigate best practices within and across states. More differentiated training and technical assistance models aligned with these state-level differences are needed. Show more

Keywords: Disability, youth, student, transition, policy

DOI: 10.3233/JVR-240005

Citation: Journal of Vocational Rehabilitation, vol. 60, no. 2, pp. 185-195, 2024

Authors: Fleming, Allison R. | Phillips, Brian N. | Riesen, Tim | Langone, Aimee

Article Type: Research Article

Abstract: BACKGROUND: The Rehabilitation Act, as amended in the Workforce Innovation and Opportunity Act of 2014 (WIOA), highlights the need to improve outcomes for transition-age students and youth with disabilities. The amendments require state vocational rehabilitation agencies to allocate 15% of their federal funding to provide pre-employment transition services (Pre-ETS) to an expanded population of transition-age students and youth with disabilities. Rapid implementation of this mandate required state vocational rehabilitation agencies to begin offering the five required Pre-ETS before mechanisms for monitoring and improvement could be created and field-tested. Nearly a decade since the passage of WIOA, many states are still …without practical mechanisms for evaluating Pre-ETS despite increasing emphasis on using evidence-based practices in public programs. OBJECTIVE: The objective of this article is to present insights from the systematic implementation of The Transition Readiness Toolkit (TRT) within a state vocational rehabilitation agency. METHODS: We detail the creation of the TRT, our approach for implementing it across multiple states, and how it supports data-driven decision making for Pre-ETS providers and agencies. RESULTS: Initial results of implementation are promising. State VR agencies and Pre-ETS providers are using the data to increase accountability and understand the impact of their services. CONCLUSION: We present reflections on use of the TRT in a state agency and implications from an evidenced-based policy framework. Show more

Keywords: Transition services, pre-employment transition services, disability policy, evidence-based practices

DOI: 10.3233/JVR-240006

Citation: Journal of Vocational Rehabilitation, vol. 60, no. 2, pp. 197-209, 2024

Authors: Awsumb, Jessica M. | Carter, Erik W.

Article Type: Research Article

Abstract: BACKGROUND: Pre-employment transition services (Pre-ETS) are designed to build upon school-based transition services to support students with disabilities in developing skills to meet their post-school goals around competitive integrated employment. OBJECTIVE: This study examines Pre-ETS providers’ experiences assisting students with disabilities in developing skills for transition through Pre-ETS activities. METHOD: Through an electronic survey, the insights of 96 providers of Pre-ETS were examined in relation to the planning, delivery, and impact of different activities. RESULTS: A lack of consistency in the process of planning Pre-ETS instruction exists across providers, though most report individualizing at …the student or group level. Additionally, providers report using multiple methods to plan Pre-ETS delivery focused largely on Pre-ETS curriculum and transition websites. The types of services and activities implemented and the reported impact of each varies across providers. CONCLUSION: We offer recommendations focused on policy and practice for Pre-ETS providers to support students with disabilities as they transition into competitive integrated employment. Show more

Keywords: Transition, students with disabilities, vocational rehabilitation

DOI: 10.3233/JVR-240007

Citation: Journal of Vocational Rehabilitation, vol. 60, no. 2, pp. 211-223, 2024

Authors: Castruita-Rios, Yazmin | Estala-Gutiérrez, Veronica

Article Type: Research Article

Abstract: BACKGROUND: Prior research has investigated the engagement process of vocational rehabilitation (VR) consumers yet limited understanding about transition-age Hispanic youth VR consumers remains. OBJECTIVE: This exploratory cross-sectional study evaluated the factors predicting VR engagement among transition-age Hispanic youth with disabilities who have received pre-employment transition services (pre-ETS). METHOD: Descriptive, bivariate correlation, and stepwise logistic regression analyses were conducted in this study. A total of four categories of independent variables (sociodemographic, contextual, theoretical, and pre-ETS related) were selected to investigate their relationship with VR engagement. RESULTS: Findings revealed that education level, living with family, perceived …social support from friends, perceived stigma from others, VR counselors’ ability to speak Spanish, competence, vocational outcome expectancy, and number of pre-ETS received were among the significant predictors of VR engagement, with the final model explaining a total of 87.6% of the variance. CONCLUSION: Findings of this study can help inform practices and policies to bridge the gap surrounding the service delivery and utilization of VR services among transition-age Hispanic youth with disabilities. Show more

Keywords: Hispanic, transition-age youth, employment, vocational rehabilitation, engagement, disability

DOI: 10.3233/JVR-240008

Citation: Journal of Vocational Rehabilitation, vol. 60, no. 2, pp. 225-238, 2024

Authors: Rowe, Dawn A. | Diehl, Melissa | Fowler, Catherine H.

Article Type: Discussion

Abstract: Pre-employment transition services (Pre-ETS) is a specific set of services outlined in Section 113 of the Rehabilitation Act as amended by WIOA, with the purpose of expanding career exploration, postsecondary training options, and the development of career readiness skills for students with disabilities through work-based learning experiences. Pre-ETS aims to facilitate the transition of students with disabilities from school to adulthood by equipping them with the essential skills, knowledge, and experiences needed to thrive in the workforce. However, there is great variability across states on how vocational rehabilitation agencies work with State and local education agencies to coordinate and sequence …services to facilitate the development of a more comprehensive career pathway for students with disabilities. This paper provides insights and applicable guidance for practitioners seeking to optimize Pre-ETS by aligning interventions with the phases of learning. Grounded in experiential knowledge and effective practices for secondary transition and Pre-ETS, this paper offers a strategic framework designed to enhance the effectiveness of transition services for diverse individuals preparing to enter the workforce. It aims to equip practitioners with a toolbox of effective strategies and approaches, fostering a more dynamic and personalized delivery of Pre-ETS. By offering practical guidance on navigating the learning phases, this paper seeks to empower practitioners to create more impactful and tailored programs, ultimately enhancing the workforce readiness of individuals with diverse abilities. Show more

Keywords: Pre-ETS, service optimization, transition services, IDEA, WIOA

DOI: 10.3233/JVR-240009

Citation: Journal of Vocational Rehabilitation, vol. 60, no. 2, pp. 239-251, 2024

Authors: Lau, Stephanie J. | McKelvey, Susan | Gokita, Tonya | Ramsey, Hannah | Mosley, Dawn

Article Type: Research Article

Abstract: BACKGROUND: Employment rates for people with disabilities have only slightly changed since the passage of WIOA. As possible reauthorization nears, it is necessary to reassess the provision and coordination of pre-employment transition services (Pre-ETS) to increase employment outcomes for students with disabilities. OBJECTIVE: This article identifies facilitators and barriers to Pre-ETS implementation and provides practical recommendations to align with the original intent of WIOA. METHOD: Researchers used independent samples t -tests to analyze 56 students’ pre and post-test quiz scores following Pre-ETS lessons. Researchers then employed qualitative thematic analysis of research artifacts collected during one phase …of a three-year study to gather data on instructors’ experiences of facilitating Pre-ETS services. RESULTS: Results reveal higher student quiz scores reported with a small effect demonstrating increased student knowledge in job exploration (d  = 0.312) and workplace readiness (d  = 0.275). In addition, five qualitative themes emerged including silos, performative technology, career alienation, absenteeism, and instructional autonomy. CONCLUSION: Findings show increased student knowledge in job exploration and workplace readiness. The study also identifies 1) family engagement, interagency collaboration, and technology as possible barriers to Pre-ETS implementation while 2) instructor autonomy acted as a potential facilitator. Recommendations suggest personnel preparation and training of educators and VR professionals to support improved collaboration. Show more

Keywords: Pre-employment transition services, WIOA, implementation, barriers, recommendations

DOI: 10.3233/JVR-240010

Citation: Journal of Vocational Rehabilitation, vol. 60, no. 2, pp. 253-261, 2024