Longitudinal Transition Research Articles

Sustainable Mobility: Longitudinal Analysis of Built Environment on Transit Ridership

Given the concerns about urban mobility, traffic congestion, and greenhouse gas (GHG) emissions, extensive research has explored the relationship between the built environment and transit ridership. However, the nature of aggregation and the cross-sectional approach of the research rarely provide essential clues on the potential of a transit system as a sustainable mobility option. From the perspective of longitudinal sustainability, this paper develops regression models for rail transit stations in the Los Angeles Metro system. These models attempt to identify the socio-demographic characteristics and land use features influencing longitudinal transit ridership changes. Step-wise ordinary least square (OLS) regression models are used to identify factors that contribute to transit ridership changes. Those factors include the number of dwelling units, employment-oriented land uses such as office and commercial land uses, and land use balance. The models suggest a negative relationship between job and population balance with transit ridership change. They also raise a question regarding the 0.4 km radius commonly used in transit analysis. The models indicate that the 0.4 km radius is too small to capture the significant influence of the built environment on transit ridership.

Mediating Role of Self-Determination Constructs in Explaining the Relationship Between School Factors and Postschool Outcomes

Secondary data analysis using the National Longitudinal Transition Study-2 data set was conducted to examine the degree to which autonomy, psychological empowerment, and self-realization (3 of 4 essential characteristics of self-determination) play a mediating role in the relationship between school-based factors and postschool outcomes. The results suggest that autonomy, psychological empowerment, and self-realization play a large and significant role in mediating the relationship between school-based factors and postschool outcomes. With over 50% of the indirect effects (i.e., the aggregated effects of the school-based factors on the outcome constructs through the self-determination constructs) significant, this provides support for the essential role of self-determination in secondary transition services and supports. Implications for research and practice are discussed.

Pion Electroproduction and Siegert’s Theorem

Nucleon to Resonance transition form factors are discussed within the MAID model for pion electroproduction on the nucleon. For low \(Q^2\) the consequences of Siegert’s theorem are presented and medium to large violations of the Long Wavelength Limit at the pseudo-threshold are observed for the phenomenological parametrizations of the longitudinal transition form factors of different nucleon resonances.

Course-Taking Effect on Postsecondary Enrollment of Deaf and Hard of Hearing Students

ABSTRACTData from the National Longitudinal Transition Study-2 were used to examine the effect of academic and career or technical education course-taking in high school on deaf or hard of hearing (DHH) youth’s postsecondary enrollment in 2-year, 4-year, and career or technical education institutions. We examined the proportion of academic and career or technical education courses taken, completion of algebra, and completion of an occupationally specific course of study. Propensity model analyses indicated that academic course taking significantly increased the odds that DHH students would enroll in postsecondary school. Completion of a higher proportion of career or technical education courses was not related to enrollment in postsecondary education, including career and technical education schools. Implications for practice and future research are discussed, including the importance of secondary transition planning staff both encouraging DHH students who have a goal of future postsecondary attendance to take a rigorous, academically focused high school curriculum, and providing students with the support to complete these courses.

Self-Determination and the Enrollment in and Completion of Postsecondary Education for Students With Disabilities

This study conducted a secondary analysis using data from the National Longitudinal Transition Study–2 (NLTS-2) to examine the degree to which three of the four essential characteristics of self-determination (autonomy, psychological empowerment, and self-realization) predict enrollment in, and completion of, postsecondary education programs for students with disabilities. Results suggest autonomy and psychological empowerment influence students’ enrollment in postsecondary education programs; higher levels of autonomy in females increase their odds of enrolling in a 4-year university; and students attending a rural school with higher levels of psychological empowerment are less likely to enroll in a 4-year university. Self-realization was the only characteristic that affected students’ completion of a postsecondary education program. Implications of the findings for research and practice are discussed.

The Impact of Personal Factors on Self-Determination and Early Adulthood Outcome Constructs in Youth With Disabilities

Data from the National Longitudinal Transition Study–2 (NLTS2) were used to examine the impact of three personal factors—race/ethnicity, gender, and family income—on self-determination (i.e., autonomy, psychological empowerment, self-realization) and early adulthood outcome constructs. Findings suggest for those with high-incidence disabilities, family income predicts postsecondary education outcomes. And males with high-incidence disabilities have greater access to services and accommodations as adults, but lower use of financial supports (i.e., use of government support programs). African American youth across disability categories reported lower levels of financial independence. Females with intellectual disability reported greater social relationships but lower levels of financial support and employment. Implications for future research, policy, and practice are discussed.

Child Conduct Problems across Home and School Contexts: A Person-Centered Approach.

To examine patterns of conduct problems across the home and school context, we used latent class analysis to analyze primary caregivers' and teachers' ratings on the conduct problems subscale of the Strengths and Difficulties Questionnaire (R. Goodman, 1997) in the Family Life Project (N = 1,292), a prospective study of child development in rural and small town contexts. We found a similar four-class solution at five and seven years of age. In decreasing prevalence, the following classes were identified: (1) low symptoms reported by both informants (low cross-context); (2) high parent-reported symptoms, low teacher-reported symptoms (home context); (3) low parent-reported symptoms, moderate teacher-reported symptoms (school context); and (4) high symptoms reported by both informants (high cross-context). Classes exhibited stability from age five to age seven: children were more likely to remain in the same class than to transition to a different class, and longitudinal stability was especially high for children in the low cross-context class at age 5. A number of child and family characteristics measured in early childhood (executive function, verbal ability, poverty-related risk, sensitive parenting, and parental depressive symptoms) were associated with class membership at age five and age seven, but were generally not associated with longitudinal transitions between classes.

Energies of Maxima and Oscillator Strengths of CaO Elementary Transition Bands Over a Wide Energy Range

Integral spectra of the imaginary parts of the dielectric permittivity e2(E) and characteristic volume (–Im e–1) and surface [–Im (1 + e)–1] energy losses of calcium oxide were deconvoluted into elementary components in the range 6–40 eV. The main component parameters including the energies of maxima and oscillator strengths were determined using an improved non-parametric method of united Argand diagrams and the method of the effective number of valence electrons participating in the transitions. A total of 41 components with oscillator strengths in the range 0.001–0.22 were identified instead of the 14 maxima and shoulders of the integral spectra. They were caused by transverse and longitudinal exciton and interband transitions.

Postschool Services and Postschool Outcomes for Individuals With Mild Intellectual Disability

Understanding the relationship between services and outcomes is important for students with disabilities. While research exists regarding relationships between services and supports provided in school and adult life outcomes for students with disabilities, less attention is paid to the supports and services provided after students exit high school. This study was a secondary data analysis of the National Longitudinal Transition Study−2 (NLTS2) to explore the postschool experiences and services received by individuals with mild intellectual disability and to understand the relationship between receipt of postschool services and postschool outcomes. The main findings for this secondary analysis were the lack of postschool services and supports provided to individuals with mild intellectual disability, and a lack of benefit in terms of postschool outcomes if postschool services were received.

The Benefits of High School Career and Technical Education (CTE) for Youth With Learning Disabilities

Using data from the National Longitudinal Transition Study–2 (NLTS2), this study examines the career and technical education (CTE) course taking of high school students with learning disabilities (LD) in the context of the national movement toward higher standards for determining whether students leave high school “college and career ready.” Descriptive analyses document the extent of general education CTE course taking overall by students with LD and their engagement in a concentrated program of occupationally specific general education CTE, a level of course taking early research has linked to improved post–high school employment outcomes. Propensity score modeling was used to determine whether either type of CTE course taking is related to higher odds of full-time employment after high school and whether results differ with the length of time youth were out of high school. Results show no benefits of CTE course taking overall, but demonstrate a significant positive effect for participating in a concentration of occupationally specific CTE in the first 2 post–high school years; effects are nonsignificant for later years. The implications for high school programming and transition planning for students with LD are discussed.

Examining Postsecondary Education Predictors and Participation for Students With Learning Disabilities

Given the history of poor postschool outcomes for students with disabilities, researchers repeatedly sought to demonstrate the links between predictor variables and postschool outcomes for students with disabilities. This secondary data analysis used the National Longitudinal Transition Study–2 to examine the relationship between postsecondary education–related transition services and postsecondary education participation for students with learning disabilities. Logistic regression analyses indicated receiving core content area instruction in the general education classroom was positively related to postsecondary education participation. Frequency distributions indicated students with learning disabilities attended 2-year college at higher rates than other postsecondary education programs. The results suggest educators should consider inclusion in general education classroom for core content area instruction for students with learning disabilities with postsecondary education goals to the extent permitted by their least restrictive environment.

Predictors of Bullying Behavior, Victimization, and Bully-Victim Risk Among High School Students With Disabilities

The literature on bullying among students with disabilities is burgeoning. The purpose of this study was to examine risk factors for adolescents’ involvement in bullying across the bullying continuum. Drawing from the National Longitudinal Transition Study–2 (NLTS2), 2,870 adolescents with disabilities were sampled. Results from multinomial regression analyses indicated that internalizing symptoms and interpersonal skills were significant predictors of victimization and bully-victimization risk, respectively. Disability status emerged as a significant predictor only for bullying behavior. Ethnic differences were found for victimization roles, but not for bullying, suggesting that Caucasian students were most vulnerable to being the target of bullying or serving dual roles as bully-victims relative to students from other ethnic backgrounds. Implications for these findings are discussed.

Combined effects of bed friction and emergent cylinder drag in open channel flow

Open channel flows subjected to a longitudinal transition in roughness, from bed friction to emergent cylinder drag and vice versa, are investigated experimentally in an 18 m long laboratory flume. These are compared to uniform flows subject to (1) bed roughness only and (2) an array of emergent vertical cylinders installed on bed roughness. The nearbed region is investigated in detail for uniform flows through the cylinder array. The water column can be divided into two parts: a region of constant velocity and a boundary layer near the channel bed. In the latter region, a local increase in velocity, or velocity bulge, is observed in line of a cylinder row. The velocity bulge may be related to the disorganization of the von Karman vortex street by the bed-induced turbulence, resulting in reduced momentum loss in the cylinder wake. The boundary layer height is found to be independent of water depth and bed roughness (smooth or rough bottom). Strong oscillations of the free surface (seiching) are observed. Oscillation amplitude is dependent on the longitudinal position within the cylinder array and is found to decrease with decreasing array length. When water depth/boundary layer height ratio is close to unity, the disorganization of the von Karman vortex street throughout the water column prevents seiching from occurring. In the case of roughness transition flows, the water depth is found to vary only upstream of the change in roughness. Vertical profiles of velocity and turbulence are self-similar upstream of the transition and collapse with the uniform flow profiles. Downstream of the roughness change, velocity and turbulence vary over a distance of 35 to 50 times the water depth. Roughness transition flows show that seiching is lowered by flow non-uniformity. A 1D momentum equation integrating bed friction and drag force exerted by the cylinder array predicts accurately the water surface profile (0.9% mean relative error). The computed profiles show that, upstream of the transition, flow depth varies over a distance of about 2600 times the uniform water depth of the upstream roughness. The 1D equation is solved analytically for zero bed friction.

Predictors of Post-School Success

The purpose of this systematic review was to (a) systematically review the literature to identify National Longitudinal Transition Study–2 secondary analyses articles published since 2009 that met the quality indicators for correlational research, (b) further extend the findings of Test et al. by identifying additional evidence to support the existing in-school predictors of post-school success, and (c) identify any new in-school predictors of post-school success for youth with disabilities. Based on the results of this systematic review, results of the analysis added additional evidence to nine of the Test et al.’s predictors further expanding the literature base to support evidence-based predictors of post-school success. Limitations and implications for research and practice are discussed.

Stability-Based Mach Zero to Four Longitudinal Transition Prediction Criterion

With the objective of inserting laminar–turbulent transition prediction inside computational fluid dynamics codes (Navier–Stokes solvers and boundary-layer codes), a physically based transition criterion for laminar–turbulent longitudinal transition caused by the amplification of boundary-layer instabilities is developed and implemented into both the ONERA–The French Aerospace Lab’s elsA and the 3C3D codes. This transition criterion is an extended version of the incompressible Arnal–Habiballah–Delcourt criterion, which is here applicable in a range of Mach numbers from zero to four, and takes into account wall temperature effects. Larger Mach numbers, up to 4.5, may even be considered for low-pressure gradient cases. An example of application, at the very upper limit in Mach number, is also presented. This criterion covers the entire range where the first mode of instability may be the most amplified. A second model, to be created, will be necessary to take into account the second-mode contribution for larger Mach numbers.

The Antecedents and Outcomes of Autonomous Behaviors: Modeling the Role of Autonomy in Achieving Sustainable Employment for Deaf Young Adults

Successfully obtaining employment is a pivotal developmental milestone for many young adults, yet for some, is beyond reach. Despite advances in accessibility legislation and academic attainment, deaf young adults in the United States continue to face underemployment and underpayment. The purpose of this study is to investigate the role of autonomy in the developmental process for deaf adolescents as they navigate the transition from adolescence to early adulthood and enter the workforce. A secondary analysis of a large-scale dataset, the second National Longitudinal Transition Study (NLTS2), was conducted to test a longitudinal model of how parental beliefs and attitudes contribute to autonomy development, and in turn, how autonomous orientations and actions exhibited by deaf youths contribute to employment outcomes. The findings indicate that autonomy plays a significant role in the transition towards sustainable employment for deaf young adults. Parental expectations emerged as important antecedents of autonomy development for deaf adolescents, contributing both to autonomous motivations and independent functioning. Deaf adolescents’ autonomy is linked to employment opportunities with greater opportunities for advancement and higher income, and thus offers the field a potential avenue for strengthening pathways towards sustainable employment for deaf individuals.

Sediment microbial communities rely on different dissolved organic matter sources along a Mediterranean river continuum

AbstractHeterotrophic bacteria play a key role in the degradation of organic matter and carbon cycling in river sediments. These bacterial communities are directly influenced by environmental variables that differ spatially and temporally in rivers. Here, we studied the longitudinal patterns of sediment bacterial community composition and dissolved organic matter utilization under base flow and drought conditions in a Mediterranean river. Our results indicated that sediment microbial communities were affected by dissolved organic matter quality and origin along the river continuum. In headwaters the potential degradation of cellulose and hemicellulose was greater (i.e., higher β‐glucosidase and β‐xylosidase activities), suggesting higher microbial utilization of allochthonous detritus from terrestrial origin. Conversely, the accumulation and transport of more recalcitrant compounds (i.e., decrease in the recalcitrant index) became potentially relevant downstream. Furthermore, discharge fluctuations had clear effects on bacterial community composition and dissolved organic matter use. The hydrological fragmentation of the river continuum during drought period generated sediment microhabitats dominated by gamma and delta‐Proteobacteria, with a greater potential capacity to degrade a wide range of compounds, particularly nitrogen containing moieties. During base flow conditions, we observed a higher occurrence of alpha‐Proteobacteria and a greater potential use of more recalcitrant carbon compounds, mostly of terrestrial origin. Overall, our findings suggest an upstream‐downstream longitudinal transition of sediment microbial communities that rely on allochthonous to autochthonous dissolved organic matter, and a shift toward autochthonous dissolved organic matter reliance during drought.

You never transition alone! Exploring the experiences of youth with chronic health conditions, parents and healthcare providers on self-management.

BackgroundRecent evidence suggests that fostering strategies to enable youth with chronic health conditions to work towards gradual self‐management of their health is key in successful transition to adult healthcare. To date, there is limited research on self‐management promotion for youth. The purpose of this study is to explore self‐management from the perspectives of youth, parents and healthcare providers in transition to adult healthcare.MethodsPart of a larger longitudinal transition (TRACE‐2009–2013) study, interpretive phenomenology was used to explore the meaning of the lived experiences and perceptions of youth, parents, and healthcare providers about transition to adult healthcare. Purposeful sampling was utilized to select youth with a range of chronic health conditions from the TRACE cohort (spanning 20 diagnoses including developmental disabilities and chronic conditions), their parents and healthcare providers.ResultsThe emerging three themes were: increasing independence of youth; parents as safety nets and healthcare providers as enablers and collaborators. The findings indicate that the experiences of transitioning youth, parents and service providers are interconnected and interdependent.ConclusionsResults support a dynamic and developmentally appropriate approach when working with transitioning youth and parents in practice. As youth depend on parents and healthcare providers for support in taking charge of their own health, parents and healthcare providers must work together to enable youth for self‐management. At a policy level, adequate funding, institutional support and accreditation incentives are recommended to allow for designated time for healthcare providers to foster self‐management skills in transitioning youth and parents.

The Impact of Intensive Vocation-Related Course Taking on Employment Outcomes for Individuals Who Are Deaf

Individuals who are deaf have historically faced significant obstacles to equity in employment. This secondary analysis of data from the second National Longitudinal Transition Study (NLTS2) examined (a) intensive vocation-related courses taken by students who are deaf and (b) their impact on long-term employment outcomes. Deaf students in general education schools and special education schools were equally likely to take a four-course sequence of vocational classes. However, students in general education schools were less likely to enroll in at least a year of work-study courses. Propensity score analyses indicate there were no significant effects of enrollment in vocation-related course taking on employment outcomes for deaf students within the study time frame. Implications of these findings are provided both in terms of how the NLTS2 dataset is used to determine significant predictors of longer term outcomes for deaf individuals and potential inferences of nonsignificant results for the field.

Causal Effects of Career-Technical Education on Postsecondary Work Outcomes of Individuals with High-Incidence Disabilities

ABSTRACTUsing data from the National Longitudinal Transition Study-2, a propensity score analysis revealed significant causal effects for a secondary career and technical education (CTE) concentration on the postsecondary work outcomes of adolescents with high-incidence disabilities. High school students identified as CTE concentrators (three or more high school credits in a single career pathway) were more likely to be employed full-time after high school completion than non-CTE concentrators earning fewer CTE credits. Results support and extend past descriptive and correlational studies by detecting a direct causal link between CTE and postsecondary work outcomes.