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Residential Independence of Former Special Education High School Students: A Second Look

Authors
Journal
Research in Developmental Disabilities
0891-4222
Publisher
Elsevier
Publication Date
Volume
19
Issue
1
Identifiers
DOI: 10.1016/s0891-4222(97)00026-7
Disciplines
  • Education

Abstract

Abstract The residential independence of postsecondary students was assessed in 5,462 parents or surrogate parents of students with disabilities from the National Longitudinal Transition Study who had left United States high schools between 1985 and the time of the questionnaire in 1990. An index of residential placement independence served as the dependent variable in a hierarchical regression analysis that featured 43 community, family, student, and school program characteristics entered as block-wise predictors (i.e., entered in a controlled order). This analysis produced a multiple R 2 of .376: missing data, youths’ daily living skills, youths’ social skills, youths’ maladaptive (“problem”) behaviors, and community characteristics all contributed significantly to the prediction of the postschool residential independence of former special education students during the first 5 years after they had left secondary school. .

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