Postse Postsecondary condary Students tudents with with - PowerPoint PPT Presentation

Using Using the the SIB SIB-R to R to Asses Assess s Hou Housing sing and and Indepe Independe ndent nt Living iving Skills kills Outcome utcomes s for for Postse Postsecondary condary Students tudents with with Intellectu ntellectual D al Disabilities isabilities November 2013 Jugnu Agrawal, Ph.D. Catherine Creighton Thompson, Ph.D. Candidate David A. Lojkovic, Ph.D. Candidate Michael Frye, Ph.D. Candidate Heidi J. Graff, Ph.D.

Definition Definition Four-year transition and post secondary, Supportive apprenticeship non-degreed program, for students who are educating students majoring in human service with Intellectual and studies which provides developmental practical experience learning from, and working disabilities with, individuals with disabilities and

Components Components  Academic  Residential  Employment  Exploration  Research

Program Organization George Mason University College of Education and Human Development Kellar Institute for Human disAbilities Mason LIFE Program Director Research Program Academic Exploration Residential Employment Program Program Program Program Academic University Residential Employment Coordinator Coordinator Coordinator Coordinator Office Manager

Support Staff = 42 Stude Students nts (N (N = 42) = 42) , 2012 2012-2013 2013  First Years-15  Second Years-9  Third Years- 11  Fourth Years-7

The residential component continues to build upon the foundation fostered in the independent living and community access classes taught in the academic program.

Residential Residential Housing Housing , , 20 2012 12-2013 2013  Number of units: 7  On campus and off campus townhouses  Number of students: 23  Support Staff:7 Overnight and 13 Day

Characteristics Characteristics  “Impairments in adaptive functioning such as communication and social skills are prevalent across the population of ASD and ID. ” -Matson, Rivet, Fodstad, Dempsey, & Boisjoli (2009)  "intellectual disability (ID) is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills .” -AAIDD (2010)  Individuals with ID and DD exhibit deficits across multiple domains. -Belva & Matson (2013)

Daily Daily Living Living Skills Skills  “The improvement in daily living skills for individuals with ASD into the late 20s likewise suggests that it may be possible for daily living skills to be gained at later points in development, even as skills in other areas plateau. ” -Smith, Maenner, & Seltzer (2012)  “Daily Living scores were lowest.” -Howlin, Elison, Udwin, & Stinton (2010)

Independent Independent Livi Living ng  Greater levels of independence correlate to higher levels of life satisfaction. -Gooden-Ledbetter, Cole, Maher, & Condeluci (2007)  Supports maybe necessary for persons with disabilites to live as independently as possible. -Deguara, Jelassi, Micallef, & Callus (2012)  “The goal of adults with ID is the same as it is with any adult - to lead as independent and productive a life as possible .” -Bowman, & Plourde (2012)

Task C Task Completion ompletion  For adults, a greater emphasis on activities that they can do/complete acknowledges what they can do versus completing tasks ‘normally.’ -Maenner, Smith, Hong, Makuch, Greenberg, & Mailick (2012)

Employment Employment  Social skills and communication deficits have negative impacts on transition and future employment. -Chiang, Cheung, Li, & Tsai (2013)  Adaptive behavior skills correlate to higher level of employment. -Carter, Austin, & Trainor (2012)

SIB SIB-R  Scales of Independent Behavior-Revised (SIB-R) was used to assess student independent living skills.  The scale includes 14 subscales and 8 behavior questions. There are a total of 63 subscale questions and 8 behavior questions.

Norming Norming Sample Sample of SIB of SIB-R  2,182 individuals in 15 states and 60 communities  Three age groups – Early childhood (N=670) – Childhood (N=758) – Adolescent-Adult (N=754)  Up to age 90

Survey Survey Implem Implementa entation tion  Residential Overnight Support staff independently complete the scale  Fall of 2011  Spring of 2012  Fall of 2012  Spring of 2013

Reliability Reliability Check Check  Data input: 30% of the data were randomly selected. Data entered in SPSS were checked against the original scale score sheets.  Data analysis: 100% of the data were independently analyzed by two of the researchers. Their analyses were in 100% agreement.

Data Analysis Data Analysis  Ordinary Least Squares (OLS) regression analyses were run to look at the difference between students living on campus and commuting students.  OLS regression equation: Y = ß 0 + ß 1 X 1 + ß 2 X 2 + ß 3 D + ê

Results for students with data from Fall 2012 and Spring 2013 (n=38) Scale Mean for Mean for Residential Commuting Students students Social* 44.3 49.7 Meals* 38.9 50.1 Grooming* 46.5 50.4 Dressing* 41.1 46.0 Personal Care* 33.9 40.5 Domestic* 25.9 34.2 Time* 44.0 49.4 Money 31.5 33.0 Home 33.4 36.9 * NOTE: All means are adjusted according to OLS regression results. Scales with significant differences (at α = .05) are indicated by (*)

Difference in Commut Difference in Commuting ing and and Reside Residential ntial Students Students

Results Results for st for students udents over two over two years years

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Conclu Conclusion sion  Continue to see growth over time  Residential students outperforming commuter students  Social; Meals  Grooming; Dressing  Personal Care; Domestic  Time

Implications Implications for Practice for Practice  More progress being made for Residential Housing students versus commuter students  Intensify Independent Living  Additional section for commuter students

Futu Future re Researc Research  Comparison with on and off campus Residential Housing  Comparison based upon gender  Comparison based upon disability area

References References  American Association on Intellectual and Developmental Disabilities (2010). Definition of intellectual disability. Retrieved from http://www.aaidd.org.  Belva, B., & Matson, J. (2013). An examination of specific daily living skills deficits in adults with profound intellectual disabilities. Research In Developmental Disabilities , 34 (1), 596-604.  Bowman, S., & Plourde, L. (2012). Andragogy for teen and young adult learners with intellectual disabilities: Learning, independence, and best practices. Education , 132 (4), 789-798.  Bruininks, R., Woodcock, R. W., Weatherman, R. F., & Hill, B. K. (1996). Scales of Independent Behavior – Revised (SIB-R). Chicago: Riverside.  Carter, E., Austin, D., & Trainor, A. (2012). Predictors of Postschool Employment Outcomes for Young Adults With Severe Disabilities. Journal Of Disability Policy Studies , 23 (1), 50-63.  Chiang, H., Cheung, Y., Li, H., & Tsai, L. (2013). Factors Associated with Participation in Employment for High School Leavers with Autism. Journal Of Autism & Developmental Disorders , 43 (8), 1832-1842.  Deguara, M., Jelassi, O., Micallef, B., & Callus, A. (2012). How we like to live when we have the chance. British Journal Of Learning Disabilities, 40(2), 123- 127. doi:10.1111/j.1468-3156.2012.00743.x

References, References, continue continued  Gooden-Ledbetter, M. J., Cole, M. T., Maher, J. K., & Condeluci, A. (2007). Self- efficacy and interdependence as predictors of life satisfaction for people with disabilities: Implications for independent living programs. Journal Of Vocational Rehabilitation, 27(3), 153-161.  Howlin, P., Elison, S., Udwin, O., & Stinton, C. (2010). Cognitive, Linguistic and Adaptive Functioning in Williams Syndrome: Trajectories from Early to Middle Adulthood. Journal Of Applied Research In Intellectual Disabilities, 23(4), 322-336.  Maenner, M. J., Smith, L. E., Hong, J., Makuch, R., Greenberg, J. S., & Mailick, M. R. (2012). Evaluation of an activities of daily living scale for adolescents and adults with developmental disabilities. Disability and health journal .  Matson, J. L., Rivet, T. T., Fodstad, J. C., Dempsey, T., & Boisjoli, J. A. (2009). Examination of adaptive behavior differences in adults with autism spectrum disorders and intellectual disability. Research In Developmental Disabilities , 30 (6), 1317-1325.  Smith, L.E., Maenner, M.J., & Seltzer, M. (2012). Developmental trajectories in adolescents and adults with autism: The case of daily living skills. Journal Of The American Academy Of Child & Adolescent Psychiatry , 51 (6), 622-631.  Walton, K., & Ingersoll, B. (2013). Improving Social Skills in Adolescents and Adults with Autism and Severe to Profound Intellectual Disability: A Review of the Literature. Journal Of Autism & De