The purpose of the RRTC on Employment of Transition-Age Youth with Disabilities is to generate evidence-based interventions to assist youth to enter competitive integrated employment. To accomplish this, we have engaged a consortium of researchers who bring the knowledge and expertise to offer a series of studies. The leadership team of the consortium includes:
- Dr. Paul Wehman and Ms. Liz Getzel: Virginia Commonwealth University
- Dr. Erik Carter: Vanderbilt University
- Dr. Tim Tansey: University of Wisconsin - Madison
- Dr. Phil Rumrill: Kent State University
Our studies address a critical need for increased evidence-based research for youth with disabilities, family members, school personnel, vocational rehabilitation counselors, and other stakeholders to receive information on interventions and practices that can impact the employment outcomes of transition-age youth.
Studies
Research Study #1 (Led by University of Wisconsin): A Systematic Review of the Literature/Case Study of Practices Related to Transition of Youth with Disabilities into the Workplace
Research Study #2 (Led by Virginia Commonwealth University): Effects of Knowledge Translation Methods on Vocational Rehabilitation Counselors Providing Pre-ETS to Youth with Significant Disabilities 14-16 years of age
Research Study #3 (Led by Virginia Commonwealth University): Effects of Paid Internships on Competitive Integrated Employment or Postsecondary Education Outcomes for At-Risk Youth with Disabilities Earning a Regular Diploma
Research Study #4 (Led by Kent State University): Cognitive Support Technology for Postsecondary Students with Traumatic Brain Injuries: A Randomized Clinical Trial at the Intervention Efficacy Stage of Research
Research Study #5 (Led by Vanderbilt University): Effects of Paid Work in High School on the Employment Outcomes of Youth with Severe Disabilities: A Randomized Control Trial (RCT) Intervention Development
Research Study #6 (Led by Virginia Commonwealth University): Effects of Trained Personnel Providing Employment Supports in Higher Education on the Employment Experiences of College Students with Intellectual and/or Developmental Disability (I/DD): A Quasi-Experimental Study