Cross-informant agreement between the students with emotional behavioral disorders, teachers and work experts about vocational readiness skills
Shiralkar, Shivani C
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Transition planning services are provided to reduce negative transition outcomes including unemployment, academic failures, high drop out rates, high rate of criminal involvement and substance abuse. Consistent perceptions between the transition planning team members is crucial for the success of transition services. The purpose of the study was to study the inter-rater agreement between students with Emotional and Behavioral Disorders (EBD), their teachers and work experts about the social and communication skills, work related skills, academic skills and vocational readiness skills of the students. The Work Readiness Profile was used in the study. A repeated measure ANOVA was used to study the differences among the three groups. The self-ratings of the students for social and communication skills were significantly higher than those of teachers (F = 39.56, df = o, p < .001) and the work experts (F = 1.495, df = 0, p = .231). For work related skills, students rated themselves higher than teachers (F = 44.53, df = 0, p < .001) and also significantly higher than the work experts (F = .39.31, df = 1, p < .001). Significantly higher ratings were reported by students for academic skills as compared to those of teachers (F = 6.349, df = 1 p = .05) but not significantly higher than work experts (F = 1.495, df = 1, p = .05). Students also rated themselves higher for overall work readiness skills than their teachers (F = 43.21, df = 1, p < .001) and work experts (F = 16.095, df = 1, p < .001). The study findings provide very useful information to the occupational therapists about the self-perceptions of the adolescents with EBD and help to increase the understanding of how the perceptions of the service providers differ from those of consumers and how this influences the transition outcomes. Teachers and work experts can encourage students' active participation in the evaluation process to help them develop a realistic view of their overall competence.