Lauren Lindstrom

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• Doctor of Philosophy
• Professor (Full) at University of California, Davis

Although autistic students who identify as girls spend much of their time at school, little is known about their perspectives or the effects of school experiences on the development of their autistic identity. This study focuses on the school experiences of three teenage autistic girls enrolled in social skills instruction and the impact of this in...

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 o...

Students with disabilities have higher rates of attention problems than those without disabilities. This can impede their academic success and postsecondary transition, but these effects have not been well-studied. Understanding these effects is especially critical among high school girls with disabilities who additionally experience significant ot...

Family involvement is particularly important to the postschool success of young adults with disabilities who typically experience fewer education and employment opportunities after leaving high school than their same age peers without disabilities. Despite mandates for family involvement, school-home partnerships remain elusive, particularly for lo...

Young women with disabilities face unique barriers in the transition from school to adulthood, yet very few studies have examined the effectiveness of gender-specific career interventions. Using an intent-to-treat analysis, this study tested the efficacy of the Paths 2 the Future (P2F) career development curriculum to produce beneficial impacts as...

This study was a psychobiographical analysis of Chief Mohlomi’s indigenous epistemology of a healing career. Mohlomi was an unconventional thinker and the great-grandson of the king of the Bakoena, Monaheng, who lived in pre-colonial Africa. Mohlomi is generally referred to as the Socrates of Africa, a philosopher par excellence. He was also known...

Young women with disabilities tend to experience poorer postschool employment outcomes than young men with disabilities and their peers without disabilities. Paid work experiences while in high school have been identified as significantly increasing the likelihood of later employment, yet few recent studies have examined the early employment experi...

This study used a convergent mixed methods design to examine environmental and curricular influences on peer relationships and support for young women with disabilities within a clustered, randomized controlled trial of a gender-specific, disability-focused intervention, Paths 2 the Future (P2F). Pre-and post-intervention surveys of perceptions of...

Female adolescents with disabilities are at an increased risk for mental health concerns, which can negatively impact their self-determination, making transition to postschool opportunities difficult. We analyzed two waves of survey data from 366 female adolescents with disabilities, recruited from 26 U.S. public high schools, as part of a randomiz...

Introduction Many underserved adolescents, defined as those with inequitable access to educational resources, face limited access to interventions that develop their college and career know‐how. In our study, we implemented and evaluated a pilot college and career readiness curriculum intervention called Paths to the Future for All (P2F4A). P2F4A t...

This study examined the protective effect of perceived peer support on involvement in work experiences in a sample of 366 young women receiving special education services in 26 high schools. Career self-efficacy and career outcome expectations are well-established predictors of behaviors aimed at achieving career goals, such as obtaining work exper...

Supporting college and career readiness among youth who encounter significant academic and life challenges requires innovative strategies to help them envision their futures, leverage their strengths and develop dispositions that promote positive trajectories. For youth development professionals who develop and implement novel programmatic approach...

This study solicited perspectives of underserved youth and educators who serve them regarding college and career readiness. We defined underserved youth as adolescents who experience inequitable access to educational resources. Purposeful sampling was used to select 84 focus group participants including educators and students (9–12th grade). Utiliz...

School psychologists serve a critical role directly and indirectly in postsecondary transition of adolescents with disabilities, given their expertise and skills in special education and interventions. The National Association of School Psychologists (NASP) Domains of Practice (2010) provide guidelines for school psychologists’ service delivery, wh...

Young women with disabilities face multiple barriers that limit their career pathways. Little research has been conducted to examine how cognitive constructs of career self-efficacy and outcome expectations contribute to their future aspirations. This study examined direct relationships between career self-efficacy and outcome expectations on futur...

Preparing young people for transitions into employment is a priority for emerging and advanced economies, as reflected in the United Nations' 2030 Agenda for Sustainable Development. However, the specific process and outcomes of this transition vary based on regional and national contexts, labor market demands, and institutional differences between...

Background: Almost 21,000 youth, in the U.S., leave foster care due to "emancipation" each year. Although not well documented for this age group, nearly half of children/youth in foster care receive a disability diagnosis. There is a growing body of literature about the transition to adulthood for youth with disabilities. However, minimal research...

Young women with disabilities often experience limited career options and opportunities. This study provides an overview and preliminary results from the “Paths 2 the Future” (P2F) curriculum designed to meet the unique career development needs of young women with disabilities. P2F includes 75 lessons covering topics of self-awareness, disability k...

Parent involvement is a predictor of postsecondary education and employment outcomes, but rigorous measures of parent involvement for youth with disabilities are lacking. Hirano, Garbacz, Shanley, and Rowe adapted scales based on Hoover-Dempsey and Sandler model of parent involvement for use with parents of youth with disabilities aged 14 to 23. Th...

BACKGROUND: Despite national efforts to improve post-school outcomes, many students with disabilities are unprepared to enter the workforce. Coordination with Vocational Rehabilitation (VR) can offer opportunities for improved employment outcomes. OBJECTIVE: This study examined Oregon VR data to identify predictors of positive closure status for yo...

This study reports results from a national survey of education and community professionals regarding secondary level students with disabilities who were experiencing mental health concerns. A total of 648 professionals from 49 states completed the on-line survey. Respondents reported that almost half (48%) of their students with disabilities were e...

Youth with disabilities are less likely to enroll and complete postsecondary education than their nondisabled peers. Using a qualitative, cross-case design, we investigated the high school to college transition experiences of young adults diagnosed with Asperger syndrome (AS). Data sources included a family questionnaire, review of special educatio...

Adolescents with disabilities who identify as a sexual or gender minority are at high risk for negative school experiences and poor outcomes, including peer rejection, bullying, and dropping out. Using an intersectionality framework, this study examined how multiple marginalized identities infl uence sense of self and school experience for this pop...

During the past few decades, scholars have focused their attention on investigating the impact of partner violence on women's work activities, financial well-being, and employment stability. Significantly less is known about the impact of partner violence on women's career development over time. The purpose of this study was to investigate the impa...

Individuals with intellectual and developmental disabilities (ID/DD) experience multiple barriers that may prevent them from understanding and exploring their own sexuality. These barriers prevent them from achieving the same autonomy and quality of life as their peers. This research synthesis focuses on 13 articles published between 2000 and 2013...

This study examined effects of two parent-training approaches to increase knowledge of transition resources by (a) giving parents a brochure describing local transition services or (b) providing the same brochure plus 60 min of small-group training. We randomly assigned parents to groups who completed pre- and posttests on knowledge of transition s...

The cultural makeup of educational professionals in the United States does not necessarily represent the students that walk through the front doors of the school each day. The majority of teaching professionals identify as White, female, heterosexual, and middle-class (Sleeter, 2008) with little to no experience working with diverse populations (Ho...

Youth with disabilities face both internal and external barriers to career development and often experience poor post school outcomes in comparison to their nondisabled peers. The purpose of this study was to design, implement, and evaluate a motivational interviewing-based group career intervention – Motivational Enhancement Group Intervention (ME...

This study examined career development and early employment experiences of four young adults with intellectual and developmental disabilities. Researchers used a multiple-method, multiple case-study longitudinal design to explore career development within the context of family systems, high school and transition programs, adult services, and early...

Despite international and national guarantees of equal rights, there is still a great deal of work to be done to achieve equality in employment globally for individuals with disabilities. In Organization for Economic Development and Co-operation countries, the employment rate of persons with disabilities was just greater than 40%, compared with 75%...

Since 1975, the provisions of the Education for All Handicapped Children (Public Law 94-142) have mandated that students with disabilities have access to a free and appropriate public education in the least restrictive environment (LRE). Later, the reauthorized Individuals With Disabilities Education Act (IDEA) in 1997 and 2004 specified that under...

The study evaluated a gender-specific comprehensive career development curriculum designed to target career barriers faced by high risk adolescent girls - those with disabilities and at risk for school failure. The goal of the curriculum was to promote social cognitive career and self determination outcomes associated with adaptive career developme...

The PATHS (Postschool Achievement Through Higher Skills) curriculum is designed to address the career development needs of young women with disabilities and other barriers. Participants (N = 110) in a pilot test of the curriculum showed increases in vocational self-efficacy, social efficacy, and awareness of disability/gender issues related to care...

BACKGROUND: Young adults with disabilities in their early career years face limited access to high wage/high skill jobs, barriers in the workplace, and inadequate opportunities for career retention and advancement. OBJECTIVE: The purpose of this literature review was to examine the process of career development for young adults with disabilities en...

Homelessness affects an increasing number of families; however, the majority of existing literature focuses on the experiences of mothers who are homeless with little research on fathers. In addition, most family shelter systems are geared toward mothers. Fathers who are homeless face unique barriers in parenting. The rising rates of poverty and ho...

A secondary analysis was conducted of the National Longitudinal Transition Study-2 to examine (a) main effects of parents' school and postschool outcome expectations on the actual out-comes achieved, (b) demographic moderators, and (c) adolescent autonomy as a mediator of parent expectations and outcomes. Parent expectations were found to significa...

Young women with disabilities face multiple barriers in making the transition from high school to meaningful careers. This study used focus groups and individual interviews with high school girls with disabilities, college women with disabilities, high school special education teachers, school administrators and employers to examine career developm...

Current literature regarding the prevalence of child abuse and neglect, resulting developmental impacts on children, and early intervention services for children and families involved in the child welfare system is summarized. While early intervention eligibility referrals are mandated for this population under the Child Abuse Prevention and Treatm...

mployment is one important marker of adult success in our society. In addition to provid-ing financial security, stable employment allows individuals to be self-sufficient and contributes to an overall sense of self-esteem and personal satisfaction (Szymanski, Enright, Hershenson, & Ettinger, 2003). However, the literature suggests that the benefit...

The purpose of the current study was to examine wage differentials based on gender over a six year post-school period and potential moderators of differential outcomes based on gender. The study included data on 521 participants of a statewide school to work program who had wage data within the state employment database. Results based on mixed effe...

Postsecondary education has been linked to improved access to employment opportunities for individuals with and without disabilities. The purpose of this study was to determine factors associated with increased employment outcomes for Vocational Rehabilitation consumers enrolled in community college short term occupational skill training programs....

Postschool outcomes for youth with disabilities vary depending on culture, ethnicity, race, gender, and socioeconomic status. The aim of this study was to identify and describe the needs of youth with disabilities from Latino backgrounds who are transitioning from school to adulthood in Oregon. Using a conceptual model that included community conte...

This article examined the implementation of an occupational skills training partnership developed between the Oregon Office of Vocational Rehabilitation Services and four local community colleges. Case study methods were used to describe the pattern of services provided to rehabilitation consumers and document the resulting changes in the community...

Current secondary education and transition practices have created differential education and employment outcomes by gender, race and ethnicity, socioeconomic status, and disability classifications. These differential outcomes result in economic and social marginalization of far too many students with disabilities. Transition education practices nee...

Current secondary education and transition practices have created differential education and employment outcomes by gender, race and ethnicity, socioeconomic status, and disability classifications. These differential outcomes result in economic and social marginalization of far too many students with disabilities. Transition education practices nee...

Many young women with disabilities face significant barriers in making the transition from high school to productive employment and meaningful careers. The Career Connections curriculum was designed to address those barriers and meet the unique career development and transition needs of young women with disabilities in high school. Program particip...

Case study research design was used to examine the role of program and alterable personal factors in the postschool employment outcomes of young adults with learning disabilities. Seventy-one in-depth interviews were conducted with young adults and multiple key informants. A set of program factors clustered together to form two distinct patterns th...

Thls studj investigated the role of the family in career development and postschool em-ployment outcomes for young adults with learning disabilities. Using a multiple-case study design, the authors examined a set of family structural and process variables. Fifty-nine in-depth inter-views were conducted with young adults, parents, and school staff....

The purpose of this study was to identify key elements that contribute to successful transition outcomes for students with disabilities. Given the current emphasis on student choice and student directed transition planning, it is critical to summarize the perspectives of young adults with disabilities and other key personnel directly involved in pr...

While previous methodological studies have suggested that coding is a useful technique for analyzing qualitative data, there is a stark lack of discussion about the incongruities that inevitably arise as researchers accomplish the actual work of coding. This article explores the complexities of the coding process, and how incongruities get resolved...

Young women with disabilities often achieve poor post-school employment outcomes and experience limited career opportunities. Case study methods were utilized to examine the major barriers and facilitators to career choice for young women with learning disabilities who graduated from high school and entered the workforce. Key variables that influen...

This article reports on factors that influence the sustainability of secondary transition innovations in local schools. We used a two-stage research process, which combined broad survey methods and an embedded case study design, to investigate the sustainability of a specific school-to-community transition model for youth with disabilities. We foun...

This study investigates the career development process for young women with learning disabilities. Case study methodology was utilized to understand the key elements influencing career choices for young women with learning disabilities who had graduated from high school and entered the workforce. Case study findings revealed three distinct phases o...

This article reports on findings from two studies that examined secondary and transition practices. The first study examined student and program factors that predicted participants' graduation with a standard high school diploma and placement in employment and continuing education. The second study examined participants' perceptions of the program...

Typescript. Thesis (Ph. D.)--University of Oregon, 2000. Includes vita and abstract. Includes bibliographical references (leaves 195-202).

Helping youth with disabilities successfully negotiate the transition from school to work and community life requires innovative, effective, and enduring partnerships among a variety of key stakeholders. The vocational rehabilitation system is identified consistently as a fundamental partner in any collaborative transition effort because of its abi...

Focuses on school-based enterprises as a school-to-work option. These programs provide hands-on training for students with mild disabilities in for-profit ventures with the structure and supervision available in a school setting. Program development for operating for-profit enterprises is discussed and steps for getting the business started are pro...

Designed for practitioners, this book provides ideas and strategies for designing, developing, and implementing the Youth Transition Program (YTP) for students with disabilities and special needs in Oregon. Chapter 1 describes the following: background and need for collaborative school-to-work (STW) programs; STW program purposes and components, in...

Young women with disabilities face multiple barriers in making the transition from high school to meaningful careers. This study used focus groups and individual interviews with high school girls with disabilities, college women with disabilities, high school special education teachers, school administrators and employers to examine career developm...