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\nCareer Development and Transition for Exceptional Individuals  \n2021, Vol. 44(2) 120–131  \n© Hammill Institute on Disabilities 2021  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2165143421991826](DOI: 10.1177/2165143421991826)[ ](DOI: 10.1177/2165143421991826)[cdtei.sagepub.com](cdtei.sagepub.com)  \nSara T. McCormick, MPA 1, Noelle K. Kurth, MS2,  \nCatherine E. Chambless, MS, MPA, PhD 1, Catherine Ipsen, MA, PhD3, and Jean P. Hall, MS, PhD2  \nAbstract  \nTransitioning students with disabilities are at a disadvantage for post-school employment. This article explores ASPIRE case managers’ roles in promoting employment among transition-age youth with disabilities receiving SSI. Qualitative and quantitative studies examined programmatic factors related to employment. Results showed that higher rates of face-to-face case management meetings and early employment experiences were associated with improved employment outcomes. Effective case managers’ interactions with families were characterized by persistence, flexibility, and a holistic focus. Case management during the transition to adulthood, which crosses independent living, education, and employment domains, is important. A cross-domain case management model can be effective in mitigating multiple barriers to self-sufficiency experienced by families living with disability and poverty. Limitations and implications for research and practice are included.  \nKeywords  \ntransition, disability, employment, SSI, pre-employment, case management  \nTransition-age youth with disabilities have fewer employment opportunities while in high school compared with their peers without disabilities. Data from the U.S. Department of Labor (2019) indicate that labor force participation by youth with disabilities (aged 16 to 19 years) is approximately two-thirds of youth without disabilities (23.5% compared to 35.8%). Low participation rates during the transition period negatively impact employment in adulthood. Researchers have attempted to address this disparity by studying strategies to promote employment for youth with disabilities in the transition period. Numerous studies have pointed to the importance of participation in community-based work experiences while in high school (Carter et al., 2012; Mazzotti et al., 2016; Test et al., 2009; Wehman et al., 2014) . For example, Carter et al. (2012) found that adolescents with severe disabilities who held a school-sponsored, after-school, or summer job were more than twice as likely as students who lacked these experiences to connect to a paid job after high school. Similarly, another study involving youth receiving Supplemental Security Income (SSI) found that exposure to early work experiences increased the likelihood of subsequent employment by 17%(Mamun et al., 2018) . Research also indicates that having relevant work experience and completing youthidentified goals related to transition are highly associated  \nwith improved graduation rates and employment outcomes (Benz et al., 2000; Nord et al., 2018) .  \nOther studies support the value of volunteer experiences for youth with disabilities. Unpaid work can provide opportunities for youth with disabilities to develop employment skills while exploring career interests (Lindsay et al., 2018) . Despite the potential benefits of volunteering, youths with disabilities often have fewer opportunities for volunteer and paid work experiences compared to youth without disabilities (Lindsay, 2016) .  \nStrategies for Promoting Employment in Transition  \nCareer preparation and work-based learning experiences are shown to help youth develop aspirations for employment and make their own informed choices about careers  \n1 University of Utah, Salt Lake City, USA 2University of Kansas, Lawrence, USA 3University of Montana, Mi","cbCaith4rqu7dB4v","https://ap.wps.com/l/cbCaith4rqu7dB4v","pdf",396403,12,"English","# Abstract\n## Evidence and outcomes\n## Employment disparities during transition\n## Community work and early work experiences\n## Volunteer experiences\n## Strategies for promoting employment in transition\n## Career preparation and work-based learning","[{\"question\":\"What does the article focus on regarding ASPIRE case managers?\",\"answer\":\"It explores ASPIRE case managers’ roles in promoting employment among transition-age youth with disabilities receiving SSI and identifies programmatic factors related to employment.\"},{\"question\":\"Which factors were associated with improved employment outcomes?\",\"answer\":\"Higher rates of face-to-face case management meetings and earlier employment experiences were associated with improved employment outcomes.\"},{\"question\":\"How did the article characterize effective interactions with families?\",\"answer\":\"Effective interactions were characterized by persistence, flexibility, and a holistic focus during the transition to adulthood.\"}]","Case Management Strategies to Promote Employment for Transition-Age Youth With Disabilities | PDF",1792086528]