Changes in problem solving, readiness for advocacy, and participation: comparing an environment-focused intervention with goal setting only for transition age youth with developmental disabilities

Abstract This study measured quality of life (QOL) for transition-age youth with intellectual and developmental disabilities (IDD) and college youth without IDD. Transition-age youth with IDD (n = 19) and college youth without IDD (n = 30) were interviewed using the Quality of Life-Questionnaire (QOL-Q). One-way between-subjects analysis of variances (ANOVAs) and multivariable linear regression were used to explore differences between the groups and identify QOL predictors. Youth with IDD scored significantly lower on the QOL-Q than college youth without IDD. They scored lower in Independence, Community Integration, and Productivity; however, no significant difference was found in Satisfaction. Although studies have examined QOL for children, youth with autism spectrum disorder, and adults, additional research is needed on the factors that contribute to QOL among transition-age youth with IDD in order to improve the quality of their transition to adulthood.

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Feasibility of electronic peer mentoring for transition-age youth and young adults with intellectual and developmental disabilities: Project Teens making Environment and Activity Modifications

Journal of Applied Research in Intellectual Disabilities ◽

10.1111/jar.12346 ◽

2017 ◽

Vol 31 (1) ◽

pp. e118-e129 ◽

Cited By ~ 16

Author(s):

Jessica M. Kramer ◽

Cathryn T. Ryan ◽

Rachel Moore ◽

Ariel Schwartz

Keyword(s):

Young Adults ◽

Developmental Disabilities ◽

Peer Mentoring ◽

Intellectual And Developmental Disabilities ◽

Transition Age Youth ◽

Transition Age ◽

Youth And Young Adults

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Exploring the Self-Disclosure Process in Peer Mentoring Relationships for Transition-Age Youth With Developmental Disabilities

Intellectual and Developmental Disabilities ◽

10.1352/1934-9556-54.4.245 ◽

2016 ◽

Vol 54 (4) ◽

pp. 245-259 ◽

Cited By ~ 5

Author(s):

Cathryn T. Ryan ◽

Jessica M. Kramer ◽

Ellen S. Cohn

Keyword(s):

Developmental Disabilities ◽

Peer Mentoring ◽

The Self ◽

Mentoring Relationships ◽

Peer Mentors ◽

Transition Age Youth ◽

Peer Mentor ◽

Self Disclosure ◽

Transition Age

Abstract The purpose of this study was to examine the role of the self-disclosure process in regard to connection development and relationship quality in peer mentoring relationships between transition-age youth (ages 15–20) and young adults (ages 18–36) with intellectual and/or developmental disabilities. Self-disclosure is defined as “the disclosure of inner feelings and experiences to another person” that “fosters liking, caring, and trust, thereby facilitating the deepening of close relationships” (Reis & Shaver, 1988, p. 372). Nine peer mentoring dyads with varied interpersonal connections were purposefully selected from a larger intervention study. Recorded mentoring conversations were analyzed for self-disclosure content and peer mentor response. The findings demonstrated trends related to connection development and differences across degree of connection. In relationships with stronger connections, there was a higher quantity of self-disclosure and more frequent disclosure of emotions, and peer mentors responded more frequently with advice and reciprocated self-disclosure. Implications of findings for promoting higher-quality peer mentoring relationships are discussed.

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Effect of Supported Employment on Vocational Rehabilitation Outcomes of Transition-Age Youth With Intellectual and Developmental Disabilities: A Case Control Study

Intellectual and Developmental Disabilities ◽

10.1352/1934-9556-52.4.296 ◽

2014 ◽

Vol 52 (4) ◽

pp. 296-310 ◽

Cited By ~ 52

Author(s):

Paul Wehman ◽

Fong Chan ◽

Nicole Ditchman ◽

Hyun-Ju Kang

Keyword(s):

Developmental Disabilities ◽

Vocational Rehabilitation ◽

Supported Employment ◽

Case Control Study ◽

Case Control ◽

Intellectual And Developmental Disabilities ◽

Transition Age Youth ◽

Transition Age ◽

Rehabilitation Outcomes ◽

Control Study

Abstract The purpose of this study was to examine the effect of supported employment intervention on the employment outcomes of transition-age youth with intellectual and developmental disabilities served by the public vocational rehabilitation system using a case-control study design. Data for this study were extracted from the Rehabilitation Services Administration Case Service Report (RSA-911) database for fiscal year 2009. The sample included 23,298 youth with intellectual and developmental disabilities aged between 16 and 25 years old at the time of application. The classification and regression tree (CART) method was used to estimate propensity scores and to adjust for selection bias on the basis of all prominent covariates relevant to the dependent variable (i.e., competitive employment). Results yielded six homogeneous subgroups, and receipt of supported employment was found to increase the employment rates across all of the groups. The effect of supported employment was especially strong for youth who were Social Security beneficiaries, special education students, and individuals with intellectual disabilities or autism who were high school graduates. These findings suggest that supported employment is an effective service for enhancing the vocational rehabilitation outcomes of young adults and provides valuable information for policy makers, health care providers, rehabilitation counselors, and educators.

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