scholarly journals THE DEVELOPMENT OF INDEPENDENT LIVING SKILLS IN YOUNG ADULTS WITH INTELLECTUAL DISABILITY IN SHELTERED HOUSING ACCOMMODATION

2017 ◽  
Vol 3 ◽  
pp. 265
Author(s):  
Rita Raudeliunaite ◽  
Vida Gudžinskienė
Keyword(s):  
Young Adults ◽  
Intellectual Disability ◽  
Social Workers ◽  
Home Environment ◽  
Independent Living ◽  
People With Disabilities ◽  
Sheltered Housing ◽  
Independent Living Skills ◽  
The Social ◽  
Living Skills

National Programme for Social Integration of People with Disabilities for 2013 - 2019 has set a strategic objective to create a positive environment and conditions for a dignified and fully fledged life of people with disabilities in Lithuania, to guarantee equal opportunities and the quality of life of people with disabilities. The article analyses the experiences of the social workers, who work in sheltered housing accommodation with young adults with intellectual disability, when developing independent living skills in young adults with intellectual disability. Sheltered housing accommodation is social services institutions providing social care, in which persons live in home environment and conditions are created for them to manage their own personal life on their own with the support of the social workers. A qualitative-empirical study has been conducted by using the method of a semi-structured interview. The study data were processed by using the method of content analysis. The results of the empirical study are based on the experience of 11 social workers, who have been working in sheltered housing accommodation with young adults with intellectual disability for at least 3 years. The study has revealed that the following independent living skills are considered to be the most easy to be developed: cooking, simple housework, hygiene skills. The young adults also easily develop public transport use skills. The young adults most often acquire work skills by tidying their home environment. The most difficult, according to the social workers, to develop are economic skills: to manage their budget, to allocate finances, to pay for services, and to do the shopping.  The young adults with intellectual disability find it difficult to develop their parenting skills.  Communication skills are developed while learning etiquette and complying with it in a large range of environments, by encouraging to  communicate courteously with other persons, showing personal example, taking a good example from others, taking part in different events, festivals and communal activity.  The development of independent living skills occurs by engaging young adults in a practical activity. Particular attention is given to the development of healthy lifestyle skills. The young adults are encouraged to make decisions by guiding them in the right direction, while respecting their interests; the responsibility for the decisions made by them and the consequences of those decisions is also developed. Activity planning, organising and personal skills are developed.

Self-efficacy and readiness for transition from pediatric to adult care in sickle cell disease

2016 ◽  
Vol 28 (4) ◽  
pp. 381-388 ◽  
Author(s):  
Marsha Treadwell ◽  
Shirley Johnson ◽  
India Sisler ◽  
Matthew Bitsko ◽  
Ginny Gildengorin ◽  
...  
Keyword(s):  
Young Adults ◽  
Sickle Cell ◽  
Self Efficacy ◽  
Independent Living ◽  
Cell Disease ◽  
Adult Care ◽  
Independent Living Skills ◽  
Transition Readiness ◽  
Youth And Young Adults ◽  
Living Skills

Abstract Background: Theories of self-care management, particularly the development of self-efficacy or confidence in one’s ability to manage health-related goals, tasks, and challenges may provide a useful framework for developing programs to improve transition from pediatric to adult care for youth and young adults with sickle cell disease (SCD). Objective: The aim of this study was to evaluate the hypothesis stating that ratings of self-efficacy is positively associated with self-ratings of transition readiness. Subjects: A total of 113 individuals with SCD aged 14–26 years at two distinct sites of care were recruited for the study. Materials and methods: Participants completed the Transition Intervention Program Readiness for Transition (TIP-RFT) assessment, the Sickle Cell Self-Efficacy Scale and the Sickle Cell Stress –Adolescent scale. Results: In multivariate regression models, self-efficacy was positively associated with scores on the total TIP-RFT and on the Education/Vocation Planning and Independent Living Skills scales. Older age was independently associated with higher scores on the Independent Living Skills scale and higher stress levels were independently associated with lower scores on Education/Vocation Planning scale. Conclusion: The TIP-RFT assessment, along with measures of self-efficacy and stress, appear to be useful measures of overall transition readiness for youth and young adults with SCD. Future studies should evaluate whether self-management skill development and health outcomes are indeed affected by programs to improve readiness for transition from pediatric to adult care.

scholarly journals The Effects of Two Video Modeling Interventions on the Independent Living Skills of Students With Autism Spectrum Disorder and Intellectual Disability

2017 ◽  
Vol 33 (3) ◽  
pp. 145-158 ◽  
Author(s):  
Kaylee Stahr Wynkoop ◽  
Rachel E. Robertson ◽  
Rachel Schwartz
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Video Modeling ◽  
Independent Living ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Instructional Time ◽  
Independent Living Skills ◽  
Alternating Treatments Design ◽  
Living Skills

Individuals with autism spectrum disorder (ASD) and intellectual disability (ID) often have deficits in independent living skills. One way to improve skills in this area is through the use of video modeling (VM) interventions. The purpose of the study was to compare the effects of two VM interventions and a third non-video-based intervention on the independent living skills of four students with ASD and/or ID. Using an adapted alternating treatments design, we investigated the comparative effects of VM plus prompting and reinforcement (VM + P&R), continuous video modeling (CVM) plus prompting and reinforcement (CVM + P&R), and prompting and reinforcement alone (P&R). Results indicated that two students responded well to both VM + P&R and P&R, while CVM + P&R was most effective for one student. For the last student, all interventions had only minimal effects on target skill performance, and results were inconclusive. Overall, students required fewer adult-delivered prompts with VM + P&R and/or CVM + P&R, but P&R required less preparation and instructional time.

scholarly journals Examining the Effectiveness of Video Instruction on Teaching Daily Living Skills to Adolescents and Young Adults With Intellectual Disability

2018 ◽  
Vol 3 (2) ◽  
pp. 6 ◽  
Author(s):  
Annemarie L. Horn
Keyword(s):  
Young Adults ◽  
Intellectual Disability ◽  
Daily Living ◽  
Independent Living ◽  
Daily Living Skills ◽  
Adolescents And Young Adults ◽  
Video Instruction ◽  
Target Skills ◽  
Based Instruction ◽  
Living Skills

Independently performing essential daily living skills enables individuals to become more self-sufficient adults. Those with intellectual disability (ID) tend to require direct instruction and repetition to successfully aquire everyday tasks. Many adults with ID continue to show deficits in this domain, affecting independent living abilities (Luftig & Muthert, 2005). Video-based instruction holds promise in increasing autonomous functioning while decreasing reliance on staff. This review of the literature examines the effectiveness of using video instruction (VI) to teach daily living skills to adolescents and young adults with ID. Acquisition, generalization, and maintenance of target skills are examined across the literature. A total of 12 empirical articles on VI were reviewed, all published between 2006-2017. Findings support the use of VI when teaching daily living skills to adolescents and adults with mild or moderate ID. Implications for research and practice are offered.

scholarly journals Pilot Study on Nutrition and Cooking Education Seminars for Young Adults with Intellectual Disabilities

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 1305-1305
Author(s):  
Margaret Gutierrez ◽  
Jamie Schramm ◽  
Danielle Simons ◽  
Alexandra Briceno ◽  
Sabrina Sales Martinez
Keyword(s):  
Young Adults ◽  
Pilot Study ◽  
Intellectual Disabilities ◽  
Independent Living ◽  
Nutrition Knowledge ◽  
Small Sample ◽  
Food Preparation ◽  
Independent Living Skills ◽  
Cooking Skills ◽  
Living Skills

Abstract Objectives Obesity and irregular food behaviors are prevalent in populations with intellectual disabilities. Nutrition and cooking education would be particularly useful in this population to improve health and independent living skills. This pilot study assessed the feasibility, acceptability, and attitudes of nutrition and cooking seminars in young adults living with intellectual disabilities. Methods We assessed 12 young adults living with intellect disabilities, who were enrolled in a University program to gain independent living skills. A registered dietitian conducted the seminars, which included 6 modules on topics related to basic nutrition, food safety, food preparation, food measurements, and basic cooking skills. In addition, the participants actively participated in food preparation and basic cooking skills. A pre and post-test was provided to assess basic nutrition knowledge, confidence in cooking skills and acceptance of the program. Descriptive statistics and Wilcoxon Signed Rank test were completed. Results The mean age of the participants was 24.5 ± 1.7 years and 69% were males. A trend towards significance was seen with an increase in participants’ basic nutrition knowledge, a 24% increase in their knowledge of fruit and vegetable recommendations (67% to 91%, P = 0.180). Confidence in following a simple recipe (42 to 82%, P = 0.257), 64% willing to change the foods they eat daily, and an increase in being extremely confident in trying new foods (42% to 55%, P = 0.096) was demonstrated. An increase in enjoyment of cooking (42% to 82%) was also found, however only 36% said they applied their new cooking skills at home. None of the participants stated they were “not confident” in following a simple recipe or cooking from raw/basic ingredients after completion of the seminars. Conclusions This small study highlights the positive attitudes of the participants towards a program that may improve their knowledge of nutrition and cooking. Due to the limited length of the nutrition education seminars and a relatively small sample size, more associations could not be drawn from the data. Nevertheless, our results indicate a need for a program that would continue to increase their basic nutrition knowledge and make them more confident in their cooking abilities and independent living skills. Funding Sources FIU EMBRACE.

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