A school-based mentoring program developing healthy behaviors of adolescents with intellectual and developmental disabilities: A pilot feasibility study

Peer mentoring programs provide an opportunity for individuals with and without intellectual and developmental disabilities (IDD) to learn, socialize, and work together in supportive and inclusive environments. In this study, we used a phenomenological research design to explore the impact of a college campus-based peer mentoring program on the experiences and perceptions of participating college peer mentors ( n = 13) toward high school students with IDD who were enrolled in a school-to-work transition program housed on campus. Using thematic analysis across four different data sources, we identified three main themes that peer mentors discussed based on their experiences in the program: (a) mentors’ personal development: constructing meaning of self, (b) mentee growth: perceived work and social impact, and (c) campus community benefits: normalizing disability. Peer mentors reported their own attitudes toward individuals with IDD were changed based on participating in the peer mentoring program and they observed improvements in their mentees’ personal and work-related social relationships. We discuss how these outcomes have impacted the peer mentors’ attitudes, career choices, and lives in general. We also provide implications for future research and practice regarding development and implementation of peer mentoring programs in the community.

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Experiences of beginning teachers in a school‐based mentoring program in Sweden

Educational Studies ◽

10.1080/03055690500236290 ◽

2005 ◽

Vol 31 (3) ◽

pp. 251-263 ◽

Cited By ~ 44

Author(s):

Ulla Lindgren

Keyword(s):

Beginning Teachers ◽

Mentoring Program ◽

School Based ◽

School Based Mentoring

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“I Expect It to Be Great . . . but Will It Be?” An Investigation of Outcomes, Processes, and Mediators of a School-Based Mentoring Program

Youth & Society ◽

10.1177/0044118x17711615 ◽

2017 ◽

Vol 51 (7) ◽

pp. 934-960 ◽

Cited By ~ 4

Author(s):

Dávid Laco ◽

Wendy Johnson

Keyword(s):

High School Students ◽

School Engagement ◽

Future Research ◽

Mentoring Program ◽

Negative Effects ◽

School Students ◽

Personal Benefit ◽

School Based ◽

Quantitative Studies ◽

School Based Mentoring

Despite their growing popularity, quantitative studies of school-based mentoring (SBM) programs for youth have showed considerable variation in mentoring benefits, including negative effects of mentoring. We investigated the initial 3 months of one school’s SBM program, delivered by teachers and compulsory for all first- and second-year high school students ( N = 103). Students who reported higher quality of mentoring environment (QME) tended to report greater school engagement. No such association was found for grades. In addition, higher QME was associated with greater perceived benefits of discussing personal themes but not of academic themes. Evidence of personal benefit, but absence of evidence for academic benefit, was consistent with reported effects in other SBM programs. Protégé expectations, but not gender or initial school engagement, were associated with QME, suggesting self-fulfilling prophecy as a mediator of effects. We discuss the implications of this for managing SBM programs and future research.

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Comparison of energy intake assessed by image‐assisted food records to doubly labelled water in adolescents with intellectual and developmental disabilities: a feasibility study

Journal of Intellectual Disability Research ◽

10.1111/jir.12816 ◽

2021 ◽

Author(s):

L. T. Ptomey ◽

E. A. Willis ◽

K. Reitmeier ◽

M. L. Dreyer Gillette ◽

J. R. Sherman ◽

...

Keyword(s):

Developmental Disabilities ◽

Energy Intake ◽

Feasibility Study ◽

Intellectual And Developmental Disabilities ◽

Doubly Labelled Water ◽

Food Records

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Integrated Visual Supports in a School-Based Microenterprise for Students With Intellectual Disabilities

Career Development and Transition for Exceptional Individuals ◽

10.1177/2165143418769611 ◽

2018 ◽

Vol 42 (2) ◽

pp. 128-134 ◽

Cited By ~ 1

Author(s):

C. J. Fields ◽

MaryAnn Demchak

Keyword(s):

High School ◽

Developmental Disabilities ◽

Digital Literacy ◽

Vocational Training ◽

Integrated System ◽

Intellectual And Developmental Disabilities ◽

Visual Supports ◽

School Based ◽

Workplace Setting ◽

Training Opportunities

School-based microenterprises and vocational training opportunities represent an effective approach to developing transferable vocational skills in students with intellectual and developmental disabilities. The authors describe the implementation of an online, school-based microenterprise at a rural high school that emphasizes functional digital literacy and uses an integrated system of visual supports to increase the autonomy of students with intellectual and developmental disabilities in a workplace setting.

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