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AbstractPurposeMethodsResultsConclusions\nIMPLICATIONS FOR REHABILITATIONAssistive technology (AT) can increase or maintain the quality of life and overall well-being of people with disabilities. Nevertheless, access to AT is limited among Hispanics with disabilities in the United States (U.S.). AT research representing the experiences of Hispanics is limited, potentially leading to disparities in AT use. Moreover, poor inclusion of Hispanics neglects the needs of this population, resulting in discrepancies in research, practice, and policy related to AT. To address these limitations, this study aimed to identify and explore multilevel environmental barriers to AT use among a sample of Hispanics in the U.S.This was a descriptive qualitative research design study guided by the Social Ecological Model framework using in-depth interviews to collect data. Nine Hispanic individuals with disabilities and their caregivers who received AT services at the University of Illinois at Chicago Assistive Technology Unit outpatient clinic were interviewed. Data was analyzed using a qualitative thematic analysis approach.Barriers to AT use were found to exist in all levels of the Social Ecological Model. The most common barriers to AT use were identified in the community domain, which was related to the lack of AT information, and in the societal domain, which was related to sociocultural norms and the availability of AT funding, policies, and regulations.The participants’ lived experiences and perspectives underscored that environmental barriers to AT use are not isolated occurrences; rather, systemic attitudes permeate across all levels of the Social Ecological Model.Limited availability of assistive technology information and services in Spanish is a challenge that can impact assistive technology usage.Bridging language and cultural gaps is crucial to ensuring equitable access to assistive technology and rehabilitation services.Multilevel environmental barriers impact assistive technology use, adversely impacting the quality of life and overall well-being of Hispanics with disabilities.Limited availability of assistive technology information and services in Spanish is a challenge that can impact assistive technology usage.Bridging language and cultural gaps is crucial to ensuring equitable access to assistive technology and rehabilitation services.Multilevel environmental barriers impact assistive technology use, adversely impacting the quality of life and overall well-being of Hispanics with disabilities. [ABSTRACT FROM AUTHOR]

Community psychologists have made significant contributions to the study of civic engagement, yet scarce studies have examined the impact of civic engagement training among youth with a history of dropping out. We describe an effort to promote civic education and action through a curriculum implemented at an alternative school that focuses on (a) developing awareness of the importance of engaging in social/political issues; (b) increasing civic participation; and (c) acquiring political advocacy and organizing experience. This evaluation of the civic engagement training summarizes the issues students reported in a public presentation as having had an impact in their lives; their historical, political, and social understanding of the issues; the ways in which they used a variety of social media to communicate information to different audiences; and their engagement in civic actions to impact their selected issues. Overall, students became more aware of their role as citizens and voters and wanted to share their experiences with their peers, friends, and families. The implications of promoting civic engagement among youth with a history of dropping out of school are discussed, as well as the challenges of the training implementation. Highlights: It is critical to design meaningful sociopolitical learning experiences to help youth take action.Many students felt passionate to act due to the policies being proposed by the Trump administration at the time.Students learned they could make a difference and used social media to spread awareness to their peers. [ABSTRACT FROM AUTHOR]

This paper presents a study that incorporated an Internet survey to analyze disability-related perspectives held by higher education's disability service providers in the implementation of program standards. Incorporating disability studies scholarship, the quantitative study used the constructs of individual, social, and universal approaches to service delivery as a looking glass. The study's investigation involved a sample of disability service providers who held a membership in the Association of Higher Education And Disability (AHEAD) during fiscal year 2007. In general, findings indicated participants were more likely to deliver services guided by an individual approach, thereby determining the individual's "deficit" and accommodating the disability. However, findings also indicated that, to some extent, participants had awareness of and sometimes utilized either social or universal approaches in their service delivery. This manuscript concludes with a discussion of implications for disability studies, disability services, AHEAD, and service professionals. (Contains 7 tables.)

This study describes an intervention developed to implement several best transition practices with a high risk/high need population. In all, 116 students with disabilities from a charter school for dropouts participated. All students were interviewed at different points in time to track their progress as they completed the program. Records of participant's activities and outcomes were collected. Results suggest a positive impact on students' graduation rate (95%), enrollment in vocational rehabilitation (100%), proportion of students obtaining certificates for employment (56%), and paid internship (37%). Overall, 35% of the vocational rehabilitation cases were closed successfully with students meeting the 90-day employment requirement after graduation. Results inform future work on the implementation of interventions designed to help low-income minority youth with disabilities.

The aim of this study was to evaluate the efficacy of the youth version of the program Parents Taking Action in Bogota, Colombia, using a quasi-experimental design. We hypothesized that parents in the treatment groups would improve in levels of knowledge, empowerment, self-efficacy, and use of strategies related to topics of adolescence and sexuality compared to the control group. We recruited 25 Colombian parents of pre/adolescent youth with autism spectrum disorder between the ages of 10 and 17 in Bogota. The intervention included four weekly sessions in which the new content about sexuality and adolescence was delivered. Twelve parents were in the intervention group and 13 were in the control group. Intervention participants significantly improved in Knowledge (t = 4.37 p < 0.001), Self-Efficacy (t = 7.15, p < 0.001), Use of Strategies (t = 4.29, p < 0.001), and Family Empowerment (t = 3.82, p < 0.005) between baseline and follow-up. The control group did not improve on any of the outcome measures, and the mean differences between baseline and follow-up scores were significant between intervention and control groups. The program has potential for high impact as information is scarce and parents do not have resources related to pre/adolescence. The program shows promise as an efficacious tool for community organizations and health providers to support families. We evaluated the efficacy of the youth version of the program Parents Taking Action in Bogota, Colombia. This program aims to provide information, resources, and strategies about topics of puberty, sexuality, and adolescence for parents of preadolescents with autism spectrum disorder. We examined whether parents in the treatment groups would improve in levels of knowledge, empowerment, self-efficacy, and use of strategies compared to the control group. We recruited two groups of Colombian parents of pre/adolescent with autism spectrum disorder between the ages of 10 and 17 in the city of Bogota, Colombia, through a community-based organization. One of the groups received the intervention and the other served as a control group. Parents in the control group received the intervention after the 4-month follow-up. The intervention included four 3-h weekly sessions in which the curriculum with nine topic areas was delivered providing parents with a space to practice strategies, learn from others, and set goals. Parents in the intervention group reported significantly greater knowledge, self-efficacy, use of strategies, and empowerment compared to the control/waitlist group. Parents were also highly satisfied with the content, materials, and peer connections that the program offered. The program has potential for high impact as information is scarce and parents do not have resources related to the complicated developmental stages of pre/adolescence. The program shows promise as an efficacious tool for community organizations and health providers to provide extra support to families of youth with autism spectrum disorder. [ABSTRACT FROM AUTHOR]

People living with physical, sensory, intellectual, and/or developmental disabilities experience complex social, environmental, political, and cultural challenges along with stigma and marginalization in education, employment, and community life. These multiple and complex barriers often hinder their full and effective participation in society. In this reflection, we curated articles on physical, sensory, intellectual, and/or developmental disabilities published in the American Journal of Community Psychology from 1973 to 2022. We reviewed titles and abstracts to identify themes that grouped manuscripts in relevant community psychology core concepts and values. From our analysis, five themes emerged: (a) promoting empowerment and advocacy; (b) promoting organizations and settings that support people with disabilities; (c) including people with disabilities in knowledge production; (d) promoting social justice in disability research, and (e) promoting support networks of families of people with disabilities. We conclude this reflection with a discussion of recommendations for future research, practice, and a call to action. Highlights: Community psychologists have made important contributions to the study of disability.Disability research in AJCP has emphasized core community psychology perspectives and values.Future research needs to elevate the voices of people with disabilities, their lives, experiences, and perspectives. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to investigate the incidence of all-cause mortality, institutionalization, and condition improvement among participants of a state home- and community-based services program (HCBS). Methods: We evaluated the follow-up data of 11,444 individuals with disabilities aged 45–59 years at application who received services from the HCBS program from the state of Illinois. Statistical analysis was conducted using the cause-specific hazard and the subdistribution hazard regression models. Results: In all, 4,900 (42.8%) individuals died, 1,005 (8.8%) were institutionalized, and 1,980 (17.3%) improved at service closure. Males of older age, living with others, with a medical referral, a general physical debilitation, and receiving more service hours increased the risk of all-cause mortality. Middle-aged women with a physical orthopedic disability and a low number of service hours showed greater improvement. Conclusions: The risk of the outcomes was related to baseline characteristics, types of disabilities, and service factors. We also observed that demographic factors such as gender, race, and living arrangements affected the risks of the outcomes. [ABSTRACT FROM AUTHOR]

Purpose: To examine the outcomes (rehabilitated vs. nonrehabilitated) of youth with disabilities (ages 14-22 years) participating in the transition program from a midwestern state. Method: Five years of vocational rehabilitation transition data (N = 6,252) were analyzed to determine what demographic and system-level factors were related to rehabilitated or nonrehabilitated outcomes. Results: Postsecondary and employment outcomes were predicted by race, gender, type of disability, office region, total number of services, and case expenditure. Hispanic youth had the highest percentage of rehabilitation; males fared significantly better than females and participants in small towns were significantly more likely to be rehabilitated than participants living in large urban areas. Conclusions: Based on the data findings, it was recommended that the vocational rehabilitation agency alters and updates its transition program. Strategies to help youth with disabilities achieve positive employment and postsecondary educational outcomes are discussed.

A review of vocational rehabilitation (VR) data from a Midwestern state was conducted to identify predictors of rehabilitation outcomes for African American consumers. The database included 37,404 African Americans who were referred or self-referred over a period of five years. Logistic regression analysis indicated that except for age and disability type, none of the other demographic variables were significant predictors of vocational rehabilitation for the individuals in the sample. However, as the amount of money spent on a case increased, the probability of gaining employment increased. Recommendations for VR practice with minority consumers are suggested. (Contains 4 endnotes, 1 table and 3 figures.)

This study describes the results of a program developed to improve the transition outcomes of low-income minority youth with disabilities. The program relies on case management support to facilitate interagency collaboration. The participants included 164 graduates from special education and 26 youth from an equivalent comparison group. Two case managers were responsible for providing support to intervention participants. Results indicate that 82% of the intervention participants enrolled in postsecondary education programs compared to only 50% in the comparison group. In addition, 74% of the intervention youth secured employment compared to 23% in the comparison group. Case managers provided 10 main support functions in three areas: job, college, and family/community. Critical functions included assistance with goal setting, transportation, job/college applications, referrals, emotional support, and family mediation. We discuss the implications of the intervention for transition research and practice with minority youth with disabilities. (Contains 1 figure, 1 table and 1 note.)

This article describes a participatory needs assessment process in which Colombian immigrants in Chicago collaborated with university researchers to identify their common concerns and implement self-help efforts to address some of their most pressing needs. A total of 261 Colombians completed a needs assessment survey, and 46 attended a public forum in which the issues were discussed and groups of volunteers were organized to coordinate and plan actions to address identified needs. Groups of volunteers conducted the research and developed a guide to health care and a guide to social services in the state of Illinois, which were widely distributed in the community. The participatory methodology appears to have effectively mobilized individuals who volunteered their time to help others--particularly newcomers who often find themselves at a loss to maneuver and understand a complex array of systems and services that are completely unfamiliar. Implications for future research are discussed. (Contains 2 tables.)

Whereas mentoring programs are well received as support services, very little empirical research has been conducted to assess the effectiveness of these programs to meet the diverse needs of different special populations of youth. Potentially useful theoretical orientations (attachment, parental acceptance-rejection, social support, adult development, host provocation) and a sociomotivational model of mentoring are presented to complement Rhodes's (2002) model. Mentoring research literatures for five special populations of youth (abused and neglected youth, youth who have disabilities, pregnant and parenting adolescents, juvenile offenders, academically at-risk students) are critiqued. Systemic, longitudinal research must address the cooccurrence of risk factors, populations, and interventions. We conclude with specific recommendations for future research.

Mentoring programs are increasingly popular as preventive and/or supportive interventions for youth with various needs. A meta-analysis of mentoring program effects conducted by DuBois, Holloway, Valentine, and Cooper (2002) suggests that youth from backgrounds of risk (defined broadly) have the capacity to benefit from mentoring, especially when best practices are employed and strong relationships are formed. Strong mentoring programs for special populations of youth may promote positive youth-mentor relationships and build a sense of trust in others. However, objective measures to assess the outcomes of mentoring relationships with youth are lacking in the literature (Nakkula and Harris, 2005). This paper describes an objective method to assess the outcomes of mentoring relationships with five special populations that are frequent participants in mentoring programs: (1) abused and neglected youth; (2) youth with disabilities; (3) pregnant and parenting adolescents; (4) juvenile offenders; and (5) academically at-risk students. The paper presents the results of a pilot evaluation of Goal Attainment Scaling (GAS) conducted with five mentoring programs serving youth offenders, youth with disabilities, at-risk college students, and underachieving youth. The authors also evaluated the mentors' perceptions of the benefits and/or challenges of using goal attainment scaling and engaging in goal-driven mentoring relationships. (Contains 1 note and 1 table.)

We analyzed the role that psychosocial empowerment and social support factors play in the employment status of immigrants who participate in job-readiness programs financed by the European Social Funds and the Welfare Services of Andalusia, a region in the south of Spain. The goal of these programs is to find new ways to improve immigrants' social-labor participation and community integration. By means of a logistical regression analysis applied to data obtained in interviews with 188 participants, a predictor model of psychosocial factors associated with employment status was obtained. Significant psychological empowerment factors included having a positive professional self-concept, having an internal attribution of causality of employment, and having an active job search. Ability to depend on both compatriots and members of the host country in one's support network and the advice and information received from them was a significant factor in social support. Suggestions for future program development include increasing the use of psychosocial resources in interventions designed to improve immigrants' employment status. (Contains 2 tables.)

We compared the inclusion-related attitudes of community agency staff in the United States and Israel. Samples of 147 (United States) and 74 (Israel) staff members were assessed with the Community Living Attitudes Scale (CLAS). Results showed that higher educational levels, regardless of nation, were associated with higher Empowerment scores, lower Exclusion scores, lower Sheltering scores, and higher Similarity scores. Empowerment attitudes were strongly related to differences in the agencies in which individuals were employed. Controlling for age, education, and agency, we found that staff in the United States had higher Empowerment scores than did Israeli staff. Israeli staff had higher Sheltering and Similarity scores and marginally higher Exclusion scores than did the United States staff.

Evaluation of the "Choices-in-Transition Intervention" program with 41 low-income, predominantly ethnic minority group high school students with disabilities found the program resulted in significant increases in students' help-recruiting skills. Ninety percent of students received help with their goals and 85 percent met at least one of their goals. Implications for transition services are discussed. (Contains references.) (Author/DB)

A survey of 518 service providers found high levels of knowledge and adherence to values of inclusion regarding the need to provide opportunities for engaging consumers with disabilities in community daily activities and rights for services. Employees had less knowledge of activities intended to provide opportunities to make choices. (Author/CR)