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

2017 ◽  
Vol 31 (1) ◽  
pp. e118-e129 ◽  
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

Earning a Real Wage: A Statewide Investigation of Young Adults With Intellectual and Developmental Disabilities

2020 ◽  
Vol 58 (4) ◽  
pp. 264-272
Author(s):  
Teresa Grossi ◽  
Derek Nord ◽  
John Andresen
Keyword(s):  
Young Adults ◽  
Developmental Disabilities ◽  
Age Groups ◽  
Service Systems ◽  
Service Users ◽  
Intellectual And Developmental Disabilities ◽  
Competitive Employment ◽  
Transition Age Youth ◽  
Work Lives ◽  
Transition Age

Abstract Employment for individuals with intellectual and developmental disabilities (IDD) has gained increased attention through legislation, policies, advocacy, and practice. For transition-age youth, this focus aims to set a trajectory of increased competitive employment outcomes and a lower reliance on facility-based and subminimum wage jobs. Using a statewide survey of day and employment service users, this study sought to understand how earnings of young adults fared compared to other age groups. Key findings highlighted differences across age groups, including that young adults had significantly better odds of earning higher wages. The implications for public policy and service systems in regard to the supports that young adults need in order to embark on a positive trajectory in their work lives are discussed.

Supported employment outcomes for transition age youth and young adults.

2012 ◽  
Vol 35 (3) ◽  
pp. 171-179 ◽  
Author(s):  
Jane Burke-Miller ◽  
Lisa A. Razzano ◽  
Dennis D. Grey ◽  
Crystal R. Blyler ◽  
Judith A. Cook
Keyword(s):  
Young Adults ◽  
Supported Employment ◽  
Employment Outcomes ◽  
Transition Age Youth ◽  
Transition Age ◽  
Youth And Young Adults

scholarly journals Building a Community of Practice to Support Young Adults with Serious Mental Health Conditions [English and Spanish versions]

2015 ◽  
Vol 12 (2) ◽  
Author(s):  
Keyword(s):  
Mental Health ◽  
Young Adults ◽  
Community Of Practice ◽  
Health Conditions ◽  
Transition Age Youth ◽  
Transition Age ◽  
Mental Health Conditions ◽  
Local Stakeholders ◽  
Youth And Young Adults ◽  
Serious Mental Health Conditions

A Community of Practice brings together groups of people who share a concern, a set of problems, a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an ongoing basis. The Transitions Research and Training Center assisted in the development of a Community of Practice on supporting Transition Age Youth and Young Adults with Serious Mental Health Conditions. The Northeast Massachusetts Community of Practice was composed of local stakeholders seeking to enhance services for this group.

Closing the Gap: Identifying Self-Reported Quality of Life Differences Between Youth With and Without Intellectual and Developmental Disabilities

Inclusion ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 241-254
Author(s):  
Meghan G. Blaskowitz ◽  
Paul Wesley Scott ◽  
Lindsay Randall ◽  
Macie Zelenko ◽  
Bridget M. Green ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Developmental Disabilities ◽  
Community Integration ◽  
Autism Spectrum ◽  
Life Questionnaire ◽  
Intellectual And Developmental Disabilities ◽  
Transition Age Youth ◽  
Transition Age ◽  
College Youth

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.

scholarly journals Religious and Spiritual Expressions of Young People with Intellectual and Developmental Disabilities

2019 ◽  
Vol 44 (1) ◽  
pp. 37-52 ◽  
Author(s):  
Erik W. Carter ◽  
Thomas L. Boehm
Keyword(s):  
Young Adults ◽  
Developmental Disabilities ◽  
Young People ◽  
Religious Faith ◽  
Spiritual Practices ◽  
Intellectual And Developmental Disabilities ◽  
Local Congregation ◽  
Youth And Young Adults ◽  
At Home

Although the importance and influence of spirituality in the lives of youth and young adults have garnered much attention, few studies have focused on the religious and spiritual lives of young people with intellectual and developmental disabilities (IDD). We examined the congregational activities, spiritual practices, and strength of religious faith of 440 individuals with IDD (aged 13-21 years) as reported by their parents. Such activities and practices were described as having particular prominence, with most youth participating in multiple ways both in a local congregation and at home. However, participation patterns were individualized and strongly associated with the importance of faith in their lives. We offer recommendations for families, congregations, agencies, and researchers aimed at better understanding and supporting this often-overlooked dimension of the lives of youth with IDD.

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

2016 ◽  
Vol 54 (4) ◽  
pp. 245-259 ◽  
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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