WED-092 - Vocational Health of Youth with Intellectual Disabilities

Brief Abstract Summary: Hear about vocational health and changes in vocational decision-making difficulties of 50 students with intellectual disabilities before and after participating in a paid, career exploration/work-based summer learning program. Participants completed pre-post program individual interviews using a vocational situation scale to assess any change in vocational decision-making. Paired t-tests were used to compare pre-post-program scores on Total Vocational Situation and two sub-scales (Vocational Identity and Occupational Information and Barriers.) Results indicated that post-Vocational Situation and Vocational Identity sub-score means were significantly (p < .001) increased pre-post-program. Choosing a job based on personal preference is a promising predictor of future employment and independent living. Vocational identity, the strong sense of career choice, was possibly improved due to program encouragement of participant decision-making and personal preference in job setting choice.

Detailed abstract description: Hear about vocational health and changes in vocational decision-making difficulties of students with intellectual disabilities before and after participating in a paid, career exploration/work-based summer learning program. Intellectual disability is a condition that limits intellectual function, learning, and independent living skills. Preparation for future workforce participation for those students needs to include early school-to-work transition planning and exposure to a variety of career opportunities to match their capabilities and interests. One recommended, evidenced-based, pre-employment transition service is supported, integrated, paid work experience while still in school. Another recommended service is encouraging autonomy in career exploration and decision-making to assist in choosing job goals. Being empowered with the ability and confidence to make a well-thought-out decision based on options and data increases self-determination and independence. Fifty transition-aged students with intellectual disabilities participated in the paid work experience. They completed pre-post program individual interviews using a vocational situation scale to determine any change in vocational decision-making difficulties on Total Vocational Situation and two scales: Vocational Identity and Occupational Information and Barriers. The paid work experience program (six-week long, Monday-Friday, morning-only) included job settings such as retail, education, healthcare, food service, recreation/leisure, and office. Students, under supervision of their job coaches, performed a variety of job tasks matched to their previously vocalized career interests. Results indicated that post-Vocational Situation and Vocational Identity sub-score means were significantly (p < .001) increased pre-post-program. Choosing a job based on personal preference is a promising predictor of future employment and independent living. Vocational identity, the strong sense of career choice, was possibly improved due to program encouragement of participant decision-making and personal preference in job setting choice. Pre-employment-related transition planning should, specifically address the student’s personalized career goals and strengths.