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Learning to Recruit Assistance to Attain Transition Goals

A Program for Adjudicated Youth with Disabilities

FABRICIO E. BALCAZAR, PhD, is an associate professor in human development at the College of Associate Health Professions and an associate professor in the Department of Psychology at the University of Illinois at Chicago. Dr. Balcazar has conducted research over the past 11 years on the development of systematic approaches for effective involvement of people with disabilities in consumer advocacy organizations, and has had extensive practical experience in developing and evaluating training materials in areas like advocacy skills, goal setting, action planning, and help-recruiting. Address: Fabricio E. Balcazar. Institute on Disability and Human Development, University of Illinois at Chicago, 1640 W. Roosevelt Road, Chicago, IL 60608.

CHRISTOPHER B. KEYS

CHRISTOPHER KEYS, PhD, is coordinator of the Advocacy and Organization Development Group of the University Affiliated Program in Developmental Disabilities and a professor and chair of the Division of Community and Prevention Research in the Department of Psychology at the University of Illinois at Chicago. Dr. Keys has evaluated the effectiveness of a wide variety of training programs for schools, criminal justice settings, and social service agencies during the last 25 years.

JUANA GARATE-SERAFINI

JUANA T. GARATE-SERAFINI, MEd, is currently a bilingual special education teacher at Evanston School District #65. She is responsible for diagnostic assessment of students with special needs and provides consultation services to teachers. Mrs. Garate has several years of experience as a special education teacher and as an instructor for individuals with various types of disabilities.

This study evaluated a program to develop help-recruiting competencies as a strategy to facilitate the transition of adjudicated male youths with disabilities residing in a segregated institution. six adjudicated male youths with disabilities participated in the study. a multiple baseline design across behaviors was used to evaluate the youths' acquisition of help-recruiting skills. self-reported measures of the actions taken by the youths in the process of pursuing transition goals were also collected. youths' performance in role-play situations and generalization probes indicated consistent improvements in help-recruiting skills following training. the youths established a total of 17 transition goals at the beginning of the study, of which 11 were attained as planned, 4 were still in progress at the end of data collection, and 2 were dropped. participants also increased the size of their social support network and reported improved satisfaction with their social competencies. the limitations and benefits of developing help-recruiting competencies to facilitate attainment of transition goals among at-risk youths with disabilities are discussed.

Remedial and Special Education, Vol. 16, No. 4, 237-246 (1995)
DOI: 10.1177/074193259501600407


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