Michele McDonnall

Predictors of employment for youth with visual impairments: Findings from the second National Longitudinal Transition Study.

Abstract:
The study reported here identified factors that predict employment for transition-age youths with visual impairments. Logistic regression was used to predict employment at two levels. Significant variables were early and recent work experiences, completion of a postsecondary program, difficulty with transportation, independent travel skills, and social skills.

Citation:
McDonnall, M. C. (2011). Predictors of employment for youth with visual impairments: Findings from the second National Longitudinal Transition Study. Journal of Visual Impairment & Blindness, 105(8), 453-466.

The effect of productive activities on depressive symptoms among older adults with dual sensory loss.

Abstract:
The purpose of this study was to evaluate the ability of three productive activities (paid employment, volunteer work, and informal helping) to mitigate the negative effects of dual sensory loss (DSL) on depressive symptoms among older adults. Multilevel modeling was used to analyze longitudinal data from the nationally representative Health and Retirement Study. The sample consisted of 2,688 persons: 1,380 who developed DSL during the study and 1,308 who did not. Although participation in each of the productive activities was associated with fewer depressive symptoms for older adults with DSL, volunteering was also the only variable that moderated the relationship between DSL and depressive symptoms. Persons with a DSL who volunteered exhibited a larger decrease in depressive symptoms compared to persons without sensory loss who volunteered. A volunteer intervention for older adults with DSL may be a viable option to help reduce depression in this population.

Citation:
McDonnall, M. C. (2011). The effect of productive activities on depressive symptoms among older adults with dual sensory loss. Research on Aging, 33(3), 234-255.

Characteristics of early work experiences and their association with future employment.

Author(s): Michelle McDonnell & Jamie O'Mally

Abstract:
Early work experiences are a key predictor of future employment for transition-age youths with visual impairments. We investigated how specific characteristics of early work experiences influence future employment and whether the receipt of Supplemental Security Income (SSI) benefits is associated with early work experiences among this population. Method: Secondary data analyses were conducted using four waves of data from the second National Longitudinal Transition Study, which included a nationally representative sample of high school students with visual impairments who were receiving special education services. Results: Future employment outcomes were positively associated with the characteristics of early work experiences, including finding a job independently, holding multiple jobs, and holding jobs for longer periods of time. Participating in school-sponsored work was not associated with future employment. Youths who received SSI benefits were significantly less likely to engage in productive activities, including employment, in Wave 3 than were those who did not receive benefits; however, this was not the case for youths who received SSI benefits in Wave 2.

Citation:
McDonnall, M. C., & O'Mally, J. (2012). Characteristics of early work experiences and their association with future employment. Journal of Visual Impairment & Blindness, 106(3), 133-144.

Academic supports, cognitive disability, and mathematics achievement for visually impaired youth: A multilevel modeling approach

Author(s): Marty Giesen & Brenda Cavenaugh & Michele McDonnall

Abstract:
Elementary and middle school students who are blind or visually impaired (VI) lag up to threeyears behind nondisabled peers in mathematics achievement. We investigated the impact of academic supports in the school on mathematics achievement, controlling grade, gender, cognitive disability, and family SES. Data were from SEELS (Special Education Elementary Longitudinal Study) that followed a national sample of students over six years. Analyses employed multilevel modeling. We found the extent of academic supports in the school was positively related to mathematics achievement for VI students without cognitive disability but not for those with cognitive disability. Gender and SES had no effects. Achievement growth was not hampered by cognitive disability. Schools with more academic supports may enhance mathematics learning for VI students without a cognitive disability, and VI students with a cognitive disability may need both a high level of supports and specialized supports to facilitate mathematics achievement.

Citation:
Giesen, J. M., Cavenaugh, B. S., & McDonnall, M. C. (in press). Academic supports, cognitive disability, and mathematics achievement for visually impaired youth: A multilevel modeling approach. International Journal of Special Education.

The employment and postsecondary educational status of transition-age youths with visual impairments.

Abstract:
There is no abstract.

Citation:
McDonnall, M. C. (2010). The employment and postsecondary educational status of transition- age youths with visual impairments. Journal of Visual Impairment and Blindness, 104(5), 298-303.