Participatory curriculum development for health and independent living for disabled people: a qualitative study of participant experiences.

Participatory curriculum development is an approach that draws on participatory research philosophy by engaging members of intended audiences in the curriculum development process. This is a fairly new approach to curriculum development, which has seldom been applied in health promotion and, to our knowledge, has not previously been used to develop curriculum with disabled people. In this project, participatory curriculum development was used to both develop a new curriculum and revise an existing curriculum for in-person, web-based delivery. We engaged in this process with Center for Independent Living staff members, twelve of whom we interviewed post-engagement. We assessed the development process for equitable engagement and sharing of power and identified three relevant main themes: learning, collaborating, and empowering. Our project partners engaged collaboratively in project development and believed the curriculums would empower their intended end-users. However, they desired greater sharing of power during the process to create an equitable experience.

Using smart phone technology to improve daily living skills for individuals with intellectual disabilities.

BACKGROUND: Individuals with intellectual disabilities need continued supports in completing daily living tasks to increase the likelihood of achieving independence. Fortunately, research has shown that assistive technology, and particularly video prompting helps support independent living for individuals with intellectual disabilities. AIMS: This study investigated the efficacy of a highly customizable task analysis smartphone application in assisting three young adults with intellectual disabilities learn how to cook three different multistep recipes. MATERIALS & METHODS: Three young adults with intellectual disabilities enrolled in a four-year postsecondary education program (PSE) participated in a multiple probe design across participants to examine the effect of a Task Analysis app on the participants' completion of three cooking tasks. RESULTS: In this present study, the use of video prompting to teach a daily living skill resulted in large and meaningful effect size gains of 99%-100% for all three participants, as measured by Tau-U. DISCUSSION: Video prompting is an effective instructional strategy which allows the user to self-prompt and manage their ability to successfully complete daily living skills. In this current study, video prompting made a substantial difference in the safety of participants. CONCLUSION: The use of video prompting can decrease the reliance on others (e.g., teachers and caregivers), improve self-confidence of the user, and improve the user's level of autonomy.

La evaluación de habilidades para la vida independiente de jóvenes en el sistema de protección: un enfoque multiinformante / Assessing Independent Life Skills of Youth in Child Protection: A MultiInformant Approach

Resultados:Los resultados confirman la estructura interna esperada para los instrumentos (tres factores de primer orden y un factor de segundo orden para PLANEA-S, modelo unidimensional para PLANEA-9-S y modelo bifactorial correlacionado para PLANEA-T-S). Los instrumentos mostraron niveles excelentes de fiabilidad (ω = .80-.97) y capacidad discriminativa. El personal informó de menor nivel de habilidades para la vida independiente que el grupo de jóvenes, pero no de autonomía en la vida diaria, lo cual estuvo mediado por el rol del informante adulto con respecto al joven.Conclusiones: Se concluye que la versión para educadores de los instrumentos PLANEA de evaluación de habilidades para la vida independiente amplía el campo de evaluación de este constructo en jóvenes en acogimiento desde una perspectiva multiinformante, lo que es clave para que los servicios de protección infantil puedan identificar y atender las necesidades individuales de estos jóvenes, seleccionando los apoyos necesarios en cada caso para la promoción de una transición exitosa desde el sistema de protección a la vida adulta.

Background:This study aimed to adapt and validate a staff version of the PLANEA Independent Life Skills Assessment tools, which were then used to explore the convergence between self-reported and staff views of independent living skills of young people in residential child care in Spain. Method: A sample of 422 care-experienced young people was evaluated by their residential or care workers (n = 219) using the staff version of PLANEA instruments. Psychometric analyses were carried out to study dimensionality and measuring properties of the instruments, while t-tests, Pearson correlations and Fisher’s z were used to study convergence between informants. Results: The results show that the internal structure of the instruments was confirmed for the staff versions (three first-order factors and one second-order factor model for PLANEA-S, unidimensional model for PLANEA-9-S, and two-factor correlated model for PLANEA-T-S). The instruments showed excellent reliability (ω = .80-.97) and discriminative capacity. Staff showed less optimistic views than young people about their independent living skills but not their autonomy to perform everyday life tasks. This was mediated by the role of the adult respondent towards the young person evaluated. Conclusions: As conclusions we can say that the validated staff version of the PLANEA Independent Life Skills Assessment tools expands the scope for assessing this construct in young people in care from a multi-informant perspective. This is key for child protection services to address young people’s individual needs and inform decision-making regarding the provision of support services that will promote a successful transition from care to adulthood for them.

Self-Perceived Independent Living Skills and Self-Determination as a Method of Evaluating a Residential Program in Young Adults With Autism Spectrum Disorder.

Prior research shows that employment programs for individuals with autism spectrum disorder (ASD) fail to address ASD as a heterogeneous disorder and focus on specific ASD traits associated with difficulty in obtaining and maintaining employment. This study provides descriptive evidence that self-perceptions of self-determination improve in young adults with ASD who participate in a residential program that promotes Wehmeyer and Schalock's essential characteristics of self-determined behavior: behavioral autonomy, self-regulated behavior, acting in a psychologically empowered manner, and self-realization. Qualitative surveys were administered to 60 participants (17-28 years old) on perceptions of self-determination, confidence in independent living skills, and program effectiveness regarding case management and sustainable employment. One-sided t-tests using pre- and post-program responses were assessed. Post- versus pre-program means were significantly higher in participants feeling confident to live alone (p = 0.0059). Findings suggest that programs adopting self-determined behavior may be more effective in increasing self-confidence for individuals with ASD. However, these findings warrant long-term analysis to assess the continuity of program success and sustained employment.

PLANEA Independent Life Skills Scale: Development and Validation / Escala PLANEA de Habilidades Para la Vida Independiente: Desarrollo y Validación

Background: The aim of this study was to develop and validate the PLANEA Independent Life Skills Scale, an instrument created according to the Planea Program framework for training independent living skills in young people in residential care. Method: A sample of 1,098 young people took part, 60% were women and 37% were living in residential child care, with a mean age of 17.69 years (SD = 2.25). Psychometric analyses were carried out within the frameworks of Classical Test Theory and Item Response Theory models. Results: The new instrument demonstrated three fi rst-order factors (Self-Care and Wellbeing, Daily Arrangements and Organizational Skills, and Employment and Accommodation) and one second-order factor (Independent Life Skills), with excellent test score reliability, including a short version, PLANEA-9 (ω = .86 - .94). Clear evidence was found of validity in relation to other variables, such as general self-effi cacy (r = .519), and discriminative capacity. Conclusions: The PLANEA Independent Life Skills Scale was shown to be a reliable valid instrument for assessing this construct in young people. (AU)

Antecedentes: el objetivo del estudio fue el desarrolloy validación de la Escala PLANEA de Habilidades para la Vida Independiente, un instrumento creado a partir del Programa Planea de desarrollo de habilidades para la vida independiente en jóvenes en acogimiento residencial. Método: participaron 1.098 jóvenes, de los cuales el 60% eran mujeres y el 37% vivían en acogimiento residencial, con una media de edad de 17,69 años (DT = 2,25). Los análisis psicométricos se realizaron en el marco de los modelos de la Teoría Clásica de los Tests y la Teoría de Respuesta al Ítem. Resultados: el nuevo instrumento quedó conformado por tres factores de primer orden (Autocuidado y bienestar, Gestiones y organización diaria, y Trabajo e Independencia) y un factor de segundo orden (Habilidades para la vida independiente), con excelente fiabilidad, incluida una versión corta, PLANEA-9 (ω = ,86 - ,94). Se encontró evidencia clara de validez en relación con otras variables, como autoeficacia (r = ,519), así como buena capacidad discriminativa. Conclusiones: la Escala PLANEA de Habilidades para la Vida Independiente mostró ser un instrumento válido y fiable para evaluar este constructo en población juvenil. (AU)

Differences in Symptom Severity and Independent Living Skills Between Re-hospitalized and Not Re-hospitalized Individuals with Schizophrenia: A Longitudinal Study.

This study determined if schizophrenia symptom severity and independent living skills at discharge, or while residing in the community, predicted re-hospitalization for discharged patients with schizophrenia. A total of 60 patients were discharged from a state psychiatric hospital and had completed assessments at discharge, 6 months, and 1 year post discharge. There were 12 patients who were re-hospitalized. There were no differences between the re-hospitalized and not re-hospitalized groups based on third-party ratings of schizophrenia symptom severity and independent living skills. However, the patients' self-report and third party ratings of deteriorating general mental health symptoms 6 months after discharge predicted re-hospitalization.

Independent living of individuals with intellectual disability: a combined study of the opinions of parents, educational staff, and individuals with intellectual disability in Greece.

The study of independent living (IL) of individuals with disabilities during the last decades has been in the focus of scientific field of educational and social sciences. The conceptual framework formed around the concept of IL led to practices that have been supporting the idea that IL may be a significant option for individuals with disabilities. Specifically, for individuals with intellectual disability (ID), the goal focuses on the development and implementation of integrated programs of IL in the community. The purpose of this study is to explore the opinions of parents, educators, and individuals with ID about IL. The sample consists of 124 individuals with mild and moderate ID, aged 13 years and plus, 124 parents of individuals with ID and 193 educators. The research tool was exploring five elements: (1) meaning/characteristics of IL, (2) factors affecting IL, (3) limitations of IL, (4) IL skills, and (5) IL settings. An analysis of the results indicates that the concept of IL revolves around housing. Furthermore, the support systems, family and community, were proved as main influence to IL of individuals with ID. Knowledge of safety rules and self-care appears as primary skills. Finally, independent apartments in the city are the ones preferred by individuals themselves, whereas parents and educators prefer a more controlled environment under the supervision of an official body.

The Role of Executive Function in Independent Living Skills in Female Adolescents and Young Adults With Fragile X Syndrome.

Fragile X syndrome (FXS) is associated with executive function (EF) and independent living skills (ILS) deficits. We examined the role of childhood EF in ILS during adolescence/early adulthood in females with FXS and two comparison groups in the same age range (matched for IQ [IQ/Age group] and with another genetic condition, Turner syndrome [TS group]). EF and ILS were significantly higher for the FXS group than the IQ/Age group but did not differ from the TS group. For the FXS group, age and EF were significant predictors of ILS during adolescence/early adulthood, but there were no statistically significant longitudinal associations between EF and ILS. Our findings suggest that impairments in EF may have a significant effect on ILS in FXS.

Trauma symptoms of individuals with mental illness at risk for homelessness participating in a life skills intervention.

This study investigated 1) trauma symptom changes following the implementation of a life skills intervention; 2) the relationship between demographic characteristics, cognitive functioning, life skill knowledge and changes in trauma symptoms; and 3) predictive factors of trauma symptoms during housing transitions. Participants (N=72) enrolled in intervention modules to increase residential stability (room and self-care, money management, nutrition management or safe community participation), completed the Impact of Event Scale-Revised, ACLS-2000 and a Practical Skills Test at baseline, post-intervention and 3 and 6 months later to examine differences in trauma symptoms and treatment outcomes. Trauma symptoms were highest at baseline and decreased significantly for most participants over time. For a subgroup of females experiencing abuse and individuals who were homeless less than 1 year, there was an increase in symptoms at 3 months post-intervention (highest rate of housing transition). This small convenience sample represents a limited geographic area. Replication of the study with larger groups for generalization, and further investigation into the specific impact of symptoms on function were recommended for future research.