Presentation Title
Degree Name
Doctor of Educational Leadership (EdD)
Department
Education
Location
Carwein Auditorium (KEY 102), UW Tacoma
Event Website
http://guides.lib.uw.edu/tactalks
Start Date
19-5-2016 6:45 PM
End Date
19-5-2016 6:50 PM
Abstract
Background: Students with intellectual and/or developmental disabilities (IDD) enter college with persisting adaptive behavior needs impeding academic and employment outcomes. Research indicates independence in adaptive behaviors is more critical for outcome than IQ. Occupational therapy (OT) provides intervention to develop adaptive behaviors yet is often discontinued by secondary school.
Method: Qualitative instrumental, exploratory case study of Northwest college educating students with IDD regarding adaptive behavior needs in relation to scope of OT.
Participants: Thirty-one participants secured through purposive and snowball sampling included college: administrators; instructors; OTs; parents or guardians; and students.
Data Collection: Data collection used in-depth interviews supported by demographic survey, class observations, document review, Vineland Adaptive Behaviors Scales-II, and reflections.
Data Analysis: Data were organized, coded, analyzed, and interpreted relative to analytic categories derived from literature and research questions: (1) persisting needs; (2) current supports promoting student success; (3) if needs fell under scope of OT; and (4) perceptions of participants regarding OT.
Findings: (1) students demonstrated low adaptive behaviors that fell within OT practice yet inconsistently addressed; (2) unfamiliarity with OT; and (3) OT requires a systems change to prepare secondary and postsecondary students with IDD.
Final Note: Migliore and Butterworth (2008) shared students with IDD with at least some college may earn 73% more. Interventions for secondary and postsecondary students with IDD to increase adaptive skills may promote successful outcomes in college and employment settings.
COinS
Responding to Their Voice: The Needs of Postsecondary Students with Intellectual and/or Developmental Disabilities
Carwein Auditorium (KEY 102), UW Tacoma
Background: Students with intellectual and/or developmental disabilities (IDD) enter college with persisting adaptive behavior needs impeding academic and employment outcomes. Research indicates independence in adaptive behaviors is more critical for outcome than IQ. Occupational therapy (OT) provides intervention to develop adaptive behaviors yet is often discontinued by secondary school.
Method: Qualitative instrumental, exploratory case study of Northwest college educating students with IDD regarding adaptive behavior needs in relation to scope of OT.
Participants: Thirty-one participants secured through purposive and snowball sampling included college: administrators; instructors; OTs; parents or guardians; and students.
Data Collection: Data collection used in-depth interviews supported by demographic survey, class observations, document review, Vineland Adaptive Behaviors Scales-II, and reflections.
Data Analysis: Data were organized, coded, analyzed, and interpreted relative to analytic categories derived from literature and research questions: (1) persisting needs; (2) current supports promoting student success; (3) if needs fell under scope of OT; and (4) perceptions of participants regarding OT.
Findings: (1) students demonstrated low adaptive behaviors that fell within OT practice yet inconsistently addressed; (2) unfamiliarity with OT; and (3) OT requires a systems change to prepare secondary and postsecondary students with IDD.
Final Note: Migliore and Butterworth (2008) shared students with IDD with at least some college may earn 73% more. Interventions for secondary and postsecondary students with IDD to increase adaptive skills may promote successful outcomes in college and employment settings.
https://digitalcommons.tacoma.uw.edu/tactalks/2016/spring/5