The Vocational Evaluation and Career Assessment Professionals Journal (Journal) is an official publication of VECAP. The purpose of the Journal is to advance knowledge and practices in the fields of vocational evaluation, career assessment, and work adjustment.

Cost for a one year subscription of printed Journals (all volumes published in that year) is $35.00 USD for continental United States; $45.00 USD for outside continental US. 
Make check payable to VECAP and mail to VECAP Home Office, P.O. Box 2958, Salina, KS 67402-2958. 
Past VECAP Journals are available for $10.00 each plus postage.

Abstracts of our publications are provided below.  Full online access to our journals is available to VECAP members only.  Please log in to the Members Area by clicking here.

Publication Schedule

The Journal is published twice a year in the Spring and Fall. Published VECAP Journals include:

• 2010 Spring Volume 6, Number 1
• 2009 Fall Volume 5, Number 2
• 2009 Spring Volume 5, Number 1
• 2008 No issues published
• 2007 Summer Volume 4, Number 1
• *There was no Volume 3 published
• 2006 Fall Volume 2, Number 2
• 2005 Fall Volume 2, Number 1
• 2004 Spring Volume 1, Number 1

Invitation To Submit

You are invited to submit a manuscript for publication in the Journal. 

The editors of this refereed publication seek quality manuscripts for review and possible inclusion in forthcoming issues. The Journal has three target audiences: practitioners and other professionals, educators, and consumers. The Journal provides readers with critical information to inform their practice in assessment or evaluation and therapeutic adjustment services; all with a vocational perspective.

Practitioners, educators, researchers and consumers may submit a manuscript for review. You do not have to be a member of VECAP to submit.

Submissions

The Journal seeks the following types of manuscripts:
• Research (quantitative, qualitative, or mixed methods) into the development, use, and application of the tools used by evaluators, evidence based practices or outcomes of service provision, or other research to practice applications that advance the field (2,500-4,500 words plus references);
• Theoretical or conceptual papers that contribute to theory development, foundations of vocational evaluation or career assessment, methods of theory building, meta-analysis, or integrative literature reviews (2,500-4,500 words plus references);
• Perspectives on vocational evaluation or career assessment that may include essays, white papers, or interviews with individuals who have influenced practice (800-1400 words);
• Reviews of books, tests, work samples or work sample systems, computer assisted tests, or other related topics of interest to the readers (800-1400 words, no abstract);
• Brief reports describing interesting new ideas or innovations in vocational evaluation or career assessment, works in progress, or concise reports of small pilot research studies that are not sufficiently developed to be published as research articles (800-1400 words); or
• Letters to the Editor are also welcome (250-500 words).

Submission & Review Process

1. Read the Submission Guidelines to insure a smooth process for you and the review team.
2. Use the Manuscript Submission Form to determine if the manuscript is ready for submission.
3. Submit the manuscript to .(JavaScript must be enabled to view this email address)
4. Receive a confirmation email (within 1-2 working days) with manuscript review number.
5. Manuscript is blind reviewed by the Editorial Board or invited reviewers who have expertise in a specific topic (typically requires 6-8 weeks).
6. Receive status email with one of the following conditions: accepted, accepted with revisions, or rejected.

For information on the status of your manuscript contact:
Min Kim, managing editor, .(JavaScript must be enabled to view this email address)

For all other concerns, contact the editors at .(JavaScript must be enabled to view this email address) or directly:
Cari Schmidt, co-editor, .(JavaScript must be enabled to view this email address)
Steven Sligar, co-editor, .(JavaScript must be enabled to view this email address)

Assessing Vocational Evaluator Knowledge and Use of Assistive Technology

by: Amansa McCarthy, MS, CVE, CRC, LPC and Randy McCarthy, BA

Abstract

Assistive technology increases clients’ capabilities and allows vocational evaluators to accurately assess their clients’ occupational potential. Survey data was collected from attendees of a major vocational evaluation conference. The focus of the current research was (a) to assess the current knowledge and use of assistive technology during the vocational evaluation process and (b) to investigate the relationship between AT knowledge and use with experience, training, education, certification, employment setting, online AT resources, and on-site AT resources. Results showed specific sources of training, degree attainment, and workplace setting were unrelated to total knowledge and use of assistive technology. Only factors with a summative value such as total training and total experience were found to be related to knowledge and use. Importantly, a high rate of use of online resources was reported, a factor not measured in previous vocational evaluation research. These results provide important information about the current state of the vocational evaluation field and identify areas for future research and an expansion of assistive technology professional development for vocational evaluators.

Predicting Rehabilitation OutcomeAmong Clients with Substance Abuse Disorder

by: Andrew Ferdinandi, EdD

Abstract

This study explored the assessment of clients’ subjective readiness to make a life role change as a predictor of successful rehabilitation outcome. The participants were 50 clients diagnosed with substance abuse disorder attending a community based treatment program. The readiness assessment was made using the Overall Readiness Scale, measuring clients’ readiness to change in each of four domains: living, learning, working, and socializing.  Findings indicated that clients’ subjective readiness is an essential predictor of positive life role change.

Vocational Assessment of the Hard of Hearing Transitioning Student

by: Jennifer D. Kotis, MS, MA, CRC

Laura M. Smith, MS, CRC, CVE

Linda Fisher, MEd, CRC

Richard D. Helling, MEd,  CRC, SPHR

Rachel Hughes, MA

Cynthis Nelson-Head, MEd, EdS

Debra Tazewell, MA

Joel Willis, MA, NCC, LPC

Abstract

Transition from high school to adult life is a complex, stressful time for most students who face issues of whether to pursue an academic or vocationally-oriented path. Research indicates that guidance and direction are essential at this critical juncture. This is why a transition assessment is recommended as a vital planning tool for all students transitioning from educational systems into adult life. For many reasons, students with hearing impairments frequently do not engage in appropriate postsecondary planning nor do they receive proper vocational assessments. Therefore, it is essential that vocational evaluators have sensory impairment-specific education and training in providing these services to enhance the quality of postsecondary life for students with hearing impairments.

Test Review: General Ability Measure for Adults (GAMA)

by: Sara Benedict, MS, CRC

Abstract

The General Ability Measure for Adults (GAMA; Naglieri & Bardos, 1997) is an intelligence test that is designed to measure intellectual ability in adults in the general population aged 18-96. The test, published in 1997 by NCS Pearson, Inc., was written by Jack A Naglieri and Achilles N. Bardos. The GAMA contains four subtests for a total of 66 items that utilize abstract designs to measure logic and critical thinking. The test items consist of matching, analogies, sequences, and construction of abstract designs of different colors and shapes. One of the strengths of the GAMA is it does not require English language skills. According to Fitzpatrick (2001) in a review published in The Fourteenth Mental Measurements Yearbook, “Particular attention was paid to avoiding differential item functioning and other manifestations of bias … claims of bias against those who are culturally or otherwise out of the mainstream continue to plague tests of cognitive ability. Hence, any effort to achieve both the appearance and the reality of fairness is to be welcomed” (p. 501). The GAMA is a timed test; the length is 25 minutes. It can be administered to individuals or groups. Instructions for the GAMA have a readability level of grade 2.4. Administration materials can also be obtained in Spanish.

Exploring Examination Equity Issues for Certified Rehabilitation Counselor Candidates who are Deaf or Hard of Hearing

by: Christine Reid, PhD, CRC and Patricia Nunez, MA, CRC, CDMS, CCM

Abstract

The Certified Rehabilitation Counselor (CRC) certification examination is increasingly the national standard in the field and is being recognized by many states in their licensure laws. Attaining CRC certification influences the career paths of many rehabilitation counselors, including their ability to obtain pay raises and promotions. For these reasons, the CRC has become a “high stakes” certification examination.
As the CRC is increasingly recognized as a high stakes examination, questions have surfaced about test equity issues for individuals who are deaf or hard of hearing.  In recent years, CRCC has intensified its study of accommodations offered for the CRC examination, including attention to potential language barriers within the examination itself. As will be discussed in greater depth in this report, individuals who have not had full access to spoken English generally have not experienced the language’s many meanings and nuances (for additional information see also Mounty & Martin, 2005.)  For these individuals, including those for whom American Sign Language (ASL) may be their primary language, the construction of written tests becomes a paramount concern.

A White Paper, Who is the Client in Forensics?

by: Andrew A. Cox

Abstract

Who the client is in a forensic rehabilitation evaluation has been the source of confusion and much debate among expert witnesses for many years. In an attempt to clarify the issue, several leaders within the rehabilitation forensic practice setting met in Las Vegas, Nevada on November 4, 2007 to review the various definitions of client among the codes of ethics to which forensic certificants or professional members adhere. The goal of the work group was to identify and define the intent of the relationship among the parties in a legal matter and to offer definitions to clarify those relationships utilizing terminology that might be universally accepted by certification and membership bodies to which many rehabilitation expert witnesses belong. This white paper addresses the history of the issue, the conflict caused by competing definitions, and offers a definition that has been accepted and ratified by the American Board of Vocational Experts, the Commission on Rehabilitation Counselor Certification, and the International Association of Rehabilitation Professionals.

Assessing Customers with Disabilities

by: Mary Podmostko

Abstract

Issues relating to the effective assessment of people with disabilities in One-Stop Career Centers funded by the Workforce Investment Act (WIA) are discussed including requirements of applicable federal laws such as those governing nondiscrimination; privacy, confidentiality, and protected access; disability screening; and documentation for reasonable accommodation requests. Professional practices that work well in complying with these laws are Universal Access (including the Universal Design for Learning) and the triangulation of assessment results. Vocational Evaluators and Career Assessment Professionals may help One-Stop Career Centers address assessment challenges by (a) promoting consistent, fair assessment practices for people with disabilities in One-Stop Career Centers and contracted youth and adult services (b) providing guidance and information on developing alternative assessments, and (c) ensuring the proper application of work readiness and career certification assessments.

Establishing the Construct of Work Self-Efficacy in People with Disabilities

by: Larson & Smith

Abstract

Bandura’s social cognitive and self-efficacy theories are reviewed as a foundation from which the emerging construct of work self-efficacy can be defined as a person’s judgment of his or her ability to work at and maintain a job. Work self-efficacy is proposed as the next logical step in the progression of the already established research domains of general, career decision-making and job search self-efficacy. Empirical research is summarized demonstrating how people with disabilities often have lower levels of self-efficacy than their non-disabled peers in all of the above domains, and how this negatively affects employment outcomes. The limited research available on work self-efficacy, as conceptualized here, is also reviewed. Specific recommendations for future additional theoretical and practical research are included.

Assessment of Ego Development in Institutional Settings: Implications for Inpatient Treatment and Release Planning

by: Tansey et al

Abstract

Institutional treatment planning of persons with mental health disorders and rehospitalization of persons with mental health disorders due to psychiatric and behavioral concerns is a central concern to psychiatric rehabilitation service providers. A descriptive study was conducted to evaluate the Washington University Sentence Completion Test, a measure of ego development advanced by Loevinger (1966; 1976; 1987, 1998), that incorporates several social developmental factors in understanding psychological and behavioral factors. A convenience sample of 80 individuals currently residing in a mental health center as a condition of being found Not Guilty by Reason of Mental Disease or Defect participated in the research study. Mean ego development scores were found to differentiate between individuals residing on units of variable security status. The use of ego development assessment appears to be a valid metric in determining the least-restrictive treatment environment. 

Book Review – Transition Assessment:  Planning Transition and IEP Development for Youth with Mild to Moderate Disabilities

by: Karen Labell

This article presents a review of the text, Transition Assessment: Planning Transition and IEP Development for Youth with Mild to Moderate Disabilities by Miller, Lombard, and Corey.  It examines the content and layout of the book, and its usefulness to professionals involved in the field of transition.  The authors advocate a complete assessment, starting at age 12, that includes future planning needs and goals; self-determination and self-advocacy skills; strengths and deficits; learning styles; life skills; instructional needs; and vocational interests, aptitudes, and abilities through both classroom and community assessments. They stress that assessment is a continuing and on-going process due to the changing maturity levels of the student from middle school through high school.  Miller, Lombard, and Corey provide a rationale for their position by reviewing the history of IDEA 2004 and provide an appendix with an extensive collection of informal assessments for use in transition planning.

Selecting and Evaluating Vocational Evaluation and Assessment Measures: Useful Resources for the Evaluation Professional

by: Andrew A. Cox

Abstract
Tests and other assessment instruments serve an integral role in vocational evaluation and assessment. With the development of new instruments and revision of existing measures, it is imperative that the vocational evaluation and career assessment professional remain knowledgeable of new developments in this dynamic area. This paper describes print and non-print resources useful for identifying, selecting, and evaluating assessment measures. Considerations important in reviewing and evaluating potential instruments for use in vocational evaluation and assessment practice are described.

Featured Assistive Technology Article: Improving Services to Clients with Addiction Issues:
New Paradigms for Vocational Evaluation Practice

by: Steven R. Sligar & Paul J. Toriello

Abstract:
This paper integrates new paradigms of vocational evaluation practice with an empirically derived model of addiction rehabilitation. Four vocational evaluation paradigms (i.e., Empowerment, Individualization, Culture, and Universal Design/Assistive Technology) are operationally defined and applied to the four stages of Simpson’s (2004) addiction rehabilitation model. Using Simpson’s model with these paradigms will provide a heuristic to guide the implementation and research of state-of-the-art vocational evaluation practices.

Featured Assistive Technology Article: Intensive Evaluation: The Fusion of Vocational Evaluation and Assistive Technology

by: April Pierson, Jeffrey Annis, Kara James, Casey Lubinsky, and Erika Peterson

Abstract:
The intensive evaluation effectively combines vocational evaluation and assistive technology practices with a certified vocational evaluation specialist (CVE) and an assistive technology practitioner (ATP) collaborating on a five-day evaluation, usually for participants who have severe and multiple disabilities. The CVE leads evaluation procedures and the ATP analyzes assistive technology and accommodation needs. Traditional vocational evaluation tools such as interviewing, psychometric testing, career exploration, work samples, and situational assessment are utilized. Observation of work performance and behavior is emphasized more than normative data. The provision of two professional staff is necessary to allow for concentration on each discipline as well as collaborative brainstorming. A multidisciplinary team approach is emphasized before, during, and at the conclusion of the intensive evaluation. The three goals of the intensive evaluation are to increase participants’ performance, independence, and quality of life while emphasizing the “Four P’s” (purpose, passion, patience, and professionalism) and making the evaluation fun.

The VECAP Position Paper on Universal Design for Learning: Another Step toward Social Justice

by: Pamela J. Leconte, Frances G. Smith, Christine Johnson

Abstract:
Adoption and implementation of universal design for learning (UDL) within vocational evaluation moves our practice closer to achieving social justice. UDL is grounded in theories of cognitive development and learning. Add to this the contemporary research on brain-based learning combined with the growing use of digital media, and participants in vocational evaluation have more opportunities to gain access to all facets of the process, all methods (e.g., work samples, written instructions, psychometrics), and, thus, improved outcomes. Three tenets guide UDL: every aspect of learning and assessment must have multiple means of representation, multiple means of expression, and multiple means of engagement. These tenets translate into actual operation with vocational evaluators’ long-held principle that practices should use a variety of assessment techniques and approaches for individuals to realize their vocational potential. VECAP and the Commission on Certification of Work Adjustment and Vocational Evaluation Specialists (CCWAVES) endorse this principle. VECAP is expanding the meaning of this principle by endorsing the use of UDL in assessment and by proffering The National VECAP Position Paper on Universal Design for Learning and Assessment. That paper is contained in this article.

VECAP Literary Contest Winner: Review of Career Development Programs Implemented in Middle School

by: Diana K. Wade

Abstract:
This review aims to describe career development programs used in United States middle schools identified by a review of literature. The review examines the interventions used with each target group, type of data collected, and reported findings. Career development phases as defined by Sitlington, Neubert, Begun, Lombard, and Leconte (1996) are used as guidelines to emphasize that exposure to each of the career phases is the key to preparation for successful transition. No programs were found that pertained to specific disability categories in middle school. There are many differences and similarities in the five programs that met the criteria of the literature review. Findings suggest that students were more actively and positively engaged in their career development choices after participating in the various programs. A key to the more developed programs was assessment, which was integrated into the core of the programs and laid the groundwork for the intervention. The outcomes of the studies were all positive and helped middle school students prepare for an effective transition into high school.

The Impact of Diversity on the Vocational Assessment Process

by: Caprice Ellene Quinn at Wayne State University

Abstract:
Rehabilitation professionals provide an on-going service of comprehensive evaluation and as-sessment of the consumers’ strengths to enable individuals with disabilities to obtain and keep employment. The process involves observing, describing, collecting, recording, scoring, and in-terpreting information of performance. This article reviews the vocational assessment process and contains recommendations and strategies for training and counseling interventions that can have long-term residue affects on the life of the consumer. The interaction of disability, eth-nocultural diversity, gender, socioeconomic status, and the impact on the vocational assessment process will be examined in this study.

The Utility of Proactive Vocational Assessment in Advancing Consumer Empowerment

by: R. Richard Breeding at Arkansas State University

Abstract:
Empowerment represents a fundamental philosophy related to helping individuals with disabili-ties overcome any personal sense of powerlessness, when present, and to become active, in-formed partners in rehabilitation counseling. Specific directives for active participation and decision-making are reflected clearly in disability-related legislation. Individual empowerment has been associated with informed choice, self-determination, working partnership, self-efficacy, and locus of control, among other personal and contextual variables. Self-understanding in rela-tion to environmental opportunities (i.e., contextual self-understanding) represents a critical un-derlying component of such empowerment-related variables. Proactive vocational assessment, designed to promote contextual self-understanding, provides a strategic opportunity across reha-bilitation settings to advance consumer empowerment and assist consumers, counselors, and agencies in meeting legislative directives. This manuscript provides a review and critique of tra-ditional vocational assessment, compares and contrasts traditional and proactive assessment practices, and discusses specific proactive practices that can be employed to advance active con-sumer participation, informed choice, and self-determination across venues.

Book Review: Classroom Assessment for Students in Special and General Education, 2nd edition, by Spinelli, Cathleen G. (2006)

Review by: Vivian M. Larkin at Auburn University

Abstract:
The primary text on classroom assessment procedures is now revised with the latest in curriculum and performance-based assessment measures, with direct connections to instruction, IEP development, and reporting to parents. Most assessment texts focus primarily on standardized assessment information. They are filled with descriptions of traditional tests and lots of statistical facts unnecessary in a preservice or an in-service text. Spinelli’s focus is on providing teachers/practitioners with a variety of assessment procedures, the why, what and how of testing, directions on how to construct, administer, score, interpret, graph, monitor, write, and report assessment results

Book Review: Transition Education and Services for Students with Disabilities, 4th Edition, by Sitlington, Patricia L., Clark, Gary M. (2006)

Review by: Jean M. Allen at George Washington University

Abstract:
Leaving high school is an exciting and yet fearful time for many young adults, but the prospect of, “What am I going to do after I leave school?” can be even more uncertain and daunting for students with disabilities.  Many similar questions related to post-secondary life arise as these students graduate or “age out” of high school. Sitlington and Clark’s fourth edition of Transition Education and Services for Students with Disabilities, geared toward undergraduate and graduate level students, comprehensively addresses the many issues that students with disabilities face within the transition continuum.

Faculty and Graduates’ Perceptions of Vocational Evaluation Competencies in the Education Curriculum

by: Melanie T. McAlister & Vivian M. Larkin at Auburn University

Abstract:
This study investigates perceptions of vocational evaluation competencies in the educa-tion curriculum. Fifty-five vocational evaluation faculty and graduate practitioners were surveyed regarding 51 competencies found to be credible by Newman and Waechter (1997) in Commissioned Assessment of Competencies Prepared for the Commission on Certification of Work Adjustment and Vocational Evaluation Specialists.

Ethical Considerations for Vocational Rehabilitation Professionals Serving Transition Students

by: Maureen McGuire-Kuletz, Assistant Director, RRCEP III at The George Washington University

Abstract:
Vocational evaluators and rehabilitation counselors who work with students with disabilities transitioning from school to work or from school to higher education may question their decisions and judgments. This article provides a brief discussion and overview of the elements of an ethical dilemma as well as an ethical decision-making model for rehabilitation professionals working with students with disabilities.

Natural Disasters: Moving Clients Toward Employment Recovery and Resilience

by: Debra A. Harley, Ph.D. at University of Kentucky

Abstract:
Natural disasters produce wide and devastating effects for people, creating sudden changes to lifelines, housing, social networks, and employment. To effectively build employ-ment counseling into disaster recovery necessitates a clear understanding of the various aspects of how post-disaster conditions affect recovery. The purpose of this article is to discuss strategies for assisting individuals with disabilities to recover and build employment resilience after disas-ter. 

The Long-Term Impact of Comprehensive Vocational Assessment for Youth with Disabilities in Transition: Evaluation of Virginia’s Post-Secondary Education/Rehabilitation Transition (PERT) Program

by: David H. Dean at University of Richmond
Joseph M. Ashley at Virginia Department of Rehabilitative Services
Robert M. Schmidt at University of Richmond
Kirsten L. Rowe at Virginia Department of Rehabilitative Services

Abstract
There has been an increasing emphasis in recent decades on providing effective services to youth with disabilities in the process of transitioning from high school into post-secondary education and employment. While the importance of vocational assessment for this population has been discussed, to date there have been no studies of its longterm impact on employment outcomes. The purpose of this study, which makes use of a quasi-experimental design with a matched “business as usual” comparison group, as well as data analysis methods adopted from labor economics research, is to examine the long-term impacts of participation in an innovative program designed to help students with disabilities transition successfully to post-secondary education options, including vocational training. Our evaluation of Virginia’s Post-Secondary Education/Rehabilitation Transition (PERT) program show that PERT participation has significant positive impacts on earnings that increase over time, and provide evidence for the importance of comprehensive, individualized vocational assessments such as those provided through the PERT program.