Journal Article Details

Citation:
Ligon, K.; & McKelvey, S. (2025). Effects of a Paid Internship Model on Postschool Outcomes of At-risk Youth with Disabilities. Journal of Vocational Rehabilitation,
Title:
Effects of a Paid Internship Model on Postschool Outcomes of At-risk Youth with Disabilities
Authors:
Ligon, K.; & McKelvey, S.
Year:
2025
Journal/Publication: 
Journal of Vocational Rehabilitation
Publisher:
Sage Journals
DOI:
Full text:
Peer-reviewed?
Yes
NIDILRR-funded? 
Yes
Research design:
Quasi-experimental

Structured abstract:

Background:
Employment rates of individuals with disabilities are consistently below those without. Keeping students with disabilities on track to earn a regular diploma, and gain career preparation and paid work experiences can improve their outcomes. Virginia Commonwealth University (VCU), awarded a grant from the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR), established a Rehabilitation and Research Training Center (RRTC) focused on employment for transition-age youth with disabilities. One study examined the benefits of the Start on Success paid internship model for at-risk students with disabilities.
Purpose:
To investigate whether the SOS internship model, comprising a career and technical education course followed by a paid internship, improves postschool outcomes for students with disabilities who earned a regular diploma.
Data collection & analysis:
This quantitative, quasi-experimental design study compared the postschool outcomes of students with disabilities who participated in the SOS program with those who received standard transition services. Seniors took a CTE course in the fall and a paid internship in the spring. Both groups took the Transition Assessment Goal Generator (TAGG) at the start and end of their senior year, and Indicator #14 data were analyzed for both groups.
Findings:
The results revealed that students in the SOS model showed significant improvements in self-determination and were more likely to pursue postsecondary education, training, or employment compared to their peers who did not participate.
Conclusions:
The study underscores the benefits of combining structured career and technical education with real-world experience to enhance postschool outcomes for students with disabilities. The authors recommend further research involving families and community partners in transition planning to prepare these students for their future goals better.
Disabilities served:
Autism / ASD
Developmental disabilities
Down syndrome
Learning disabilities
Multiple disabilities
Populations served:
Homeless
Rural and remote communities
Transition-age youth (14 - 24)
High school dropouts / functionally illiterate persons
Adolescents
Transition-age students (14 - 22)
Urban communities
Interventions:
Training and technical assistance
Internships
Transition services
Outcomes:
Employment acquisition
Self-employment
Full-time employment
Part-time employment
Wages