Developing Skills in Everyday Activities and Self-Determination in Adolescents with Intellectual and Developmental Disabilities

Autor/inn/en	Sheppard, Loretta; Unsworth, Carolyn
Titel	Developing Skills in Everyday Activities and Self-Determination in Adolescents with Intellectual and Developmental Disabilities
Quelle	In: Remedial and Special Education, 32 (2011) 5, S.393-405 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932510362223
Schlagwörter	Residential Programs; Mental Retardation; Developmental Disabilities; Adolescents; Effect Size; Self Determination; Skill Development; Program Effectiveness; Social Development; Job Skills; Recreational Activities; Leisure Time; Foreign Countries; Rural Schools; Special Schools; Australia; Goal Attainment Scale; Social Skills Rating System + Suchen Sie Ihr Suchwort? Sozialer Wohnungsbau; Geistige Behinderung; Entwicklungsstörung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Selbstbestimmung; Kompetenzentwicklung; Qualifikationsentwicklung; Soziale Entwicklung; Produktive Fertigkeit; Freizeitgestaltung; Freizeit; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Special school; Sonderschule; Australien
Abstract	Autonomous functioning, an essential characteristic of self-determined people, has been categorized behaviorally according to everyday activities in Self & Family Care (SFC), Life Management (LM), Recreation/Leisure (RL), and Social/Vocational (SV) skills. The effectiveness of a short-term (8-10 weeks) educational residential program to improve skills in these categories of everyday activities in adolescents with intellectual and developmental disabilities was examined, and the effect on participant self-determination was also measured. Results from this single-group, quasi-experimental research with three data collection points (n = 31 from five cohorts over an 18-month period) found that participants' skills in SFC/LM and RL had improved significantly with large effect sizes at postprogram and 3-month follow-up. Skills needed for SV activities did not show the same level of improvement, but participant-rated self-determination scores (as measured by the AIR Self-Determination Scales) improved significantly with small effect size at postprogram and moderate effect size at follow-up. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10