Secondary School-based Interventions and Social Engagement of Deaf Young Adults.

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Bibliographic Details
Title:	Secondary School-based Interventions and Social Engagement of Deaf Young Adults.
Authors:	Ryan, Claire^1,2 claire.ryan@utexas.edu, Shaver, Debra³, Garberoglio, Carrie Lou^1,2, Newman, Lynn A³
Source:	Journal of Deaf Studies & Deaf Education. Jul2021, Vol. 26 Issue 3, p417-426. 10p.
Subject Terms:	High schools, School health services, Transitional programs (Education), Community health services, *Social skills education, Social participation, Self advocacy, Deafness, Social isolation, Social skills, Public welfare, Probability theory
Abstract:	Successful social engagement is one of many important outcomes for deaf youth as they transition from high school to adult life. This study examined the effect of self-advocacy and social/life skill trainings in secondary school settings on social engagement after high school using propensity score modeling and data from the large-scale and nationally representative National Longitudinal Transition Study-2. Analyses focused on three types of post-high school social engagement: frequency of seeing friends, involvement in group activities, and participation in community service. A fourth outcome variable was created to indicate whether the individual was at least minimally engaged. Results found that deaf youth who received self-advocacy training in secondary school were significantly more likely to be at least minimally engaged than those who had not. These findings suggest that self-advocacy training in high school can help protect deaf youth against social isolation in young adulthood. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

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Abstract:	Successful social engagement is one of many important outcomes for deaf youth as they transition from high school to adult life. This study examined the effect of self-advocacy and social/life skill trainings in secondary school settings on social engagement after high school using propensity score modeling and data from the large-scale and nationally representative National Longitudinal Transition Study-2. Analyses focused on three types of post-high school social engagement: frequency of seeing friends, involvement in group activities, and participation in community service. A fourth outcome variable was created to indicate whether the individual was at least minimally engaged. Results found that deaf youth who received self-advocacy training in secondary school were significantly more likely to be at least minimally engaged than those who had not. These findings suggest that self-advocacy training in high school can help protect deaf youth against social isolation in young adulthood. [ABSTRACT FROM AUTHOR]
ISSN:	10814159
DOI:	10.1093/deafed/enab011