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, non-degreed program, educating students with Intellectual and developmental disabilities and

Supportive apprenticeship for students who are majoring in human service studies which provides practical experience learning from, and working with, individuals with disabilities

Components Components

• Academic
• Residential
• Employment
• Exploration
• Research

George Mason University College of Education and Human Development Kellar Institute for Human disAbilities Mason LIFE Program Director Research Program

Academic Program Exploration Program Residential Program Employment Program

Academic Coordinator University Coordinator Residential Coordinator Employment Coordinator Office Manager

Program Organization

Stude Students nts (N (N = 42) = 42), 2012

2012-2013 2013

• First Years-15
• Second Years-9
• Third Years- 11
• Fourth Years-7

Support Staff = 42

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

• ther 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

• mpletion
• 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

• f 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

• riginal 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 = ß0 + ß1X1 + ß2X2 + ß3D + ê

Scale Mean for Commuting Students Mean for Residential 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 (*)

Results for students with data from Fall 2012 and Spring 2013 (n=38)

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

Results Results for st for students udents over two

• ver two years

years

Video Video

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