Tesi: "Young adults with disabilities"

1

Barker, Margaret Anne. "Injuries and disabilities in young adults". Thesis, King's College London (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307447.

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2

Van, der Merwe Elmarie. "Young adults' association with Minspeak TM icons". Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-06182008-123423.

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3

Larkin, Peter J. "Psychosocial sources of aggression in young adults with intellectual disabilities". Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/3008/.

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BACKGROUND: Aggression can have a wide range of damaging consequences for both perpetrators and victims. Theoretical and empirical studies into problems of aggression increasingly show the importance of social and cognitive factors in aggressive behaviour. Such research has commonly been approached through the framework of the Social-Information Processing (SIP) model. SIP explains social behaviours by the sequence of cognitive processes that occur between encountering a social stimulus and enacting a response to it. Crucially, it is apparent that particular processing styles, such as the way in which people interpret others’ behaviour, play important roles in aggression. However, while SIP has long been used to explain aggression in the non-disabled population, it is only in more recent years that this approach has been applied to people with intellectual disabilities (IDs). This is important because a significant minority of people with IDs demonstrate frequent aggressive behaviour. Although several studies have already indicated that particular cognitive processing tendencies and aptitudes contribute to aggression in adults with ID, no research has considered younger people in the transition to adulthood. To this end, the present thesis sought to investigate the possible influences of certain psychosocial factors on this group of young people with mild to moderate IDs. OBJECTIVES: To identify which specific factors to investigate, a systematic review was conducted of existing research into SIP and aggression with people who have IDs. On the basis of these findings, the thesis examined 1) the social interactions that typically elicit anger, 2) experiences of parental aggression 3) ability to discern affect from dynamic social cues and 4) beliefs about the consequences of aggressive and submissive behaviour. With the review also stressing the importance of examining aggression at specific developmental stages, the studies focused on individuals in the transition from adolescence to adulthood (between 16 and 20 years). Although this stage is thought to be important in the development of cognitive factors associated with aggression, there is little or no research in this area with young adults with IDs. METHODS: The thesis comprised four distinct research studies. Each adopted a group-comparison design, comparing aggressive and non-aggressive young people with IDs. To evaluate the extent to which findings were specific to people with IDs, additional comparisons were conducted between aggressive and non-aggressive individuals without IDs. For Study 1, 26 young adults with IDs and 20 non-disabled young adults completed a semi-structured interview about a recent experience of interpersonal conflict. Participants were asked to describe their beliefs and feelings about the event and their subsequent response. Studies 2, 3 and 4 used data from a second phase of data collection involving 46 young people with and 48 people without IDs. Study 2 used a task in which participants were asked to rank different types of social conflict in order of provocativeness. The author developed these scenarios to reflect the experiences of conflict reported by participants in Study 1. Participants also indicated how recently they had encountered each type of scenario. Study 3 used motion-capture stimuli of people walking in different emotional states to examine whether groups differed in how they encode dynamic social cues. Study 4 used provocative vignettes to examine whether aggressive young people with IDs expect different outcomes from aggressive and submissive responses to such scenarios. RESULTS: Study 1 found that participants with IDs were more likely to encounter conflict with strangers or peers outside their friendship group. They were also more likely to describe incidents of aggression and to characterise people with whom they were in conflict globally as “bad” and to perceive their actions as being personally directed at them. Study 2 did not suggest that experiences of being victimised by peers were more common for people with IDs, but did show that aggressive individuals were more likely to encounter incidents of physical aggression from peers. Parental conflict was the most recently encountered, but was perceived to be the least provocative form of conflict for all groups. In Study 3, no group differences were found in accuracy or response tendencies for the emotion recognition task. Aggressive and non-aggressive participants with IDs in Study 4 did not predict different outcomes form aggression and submission. However, the aggressive participants without IDs predicted more positive outcomes from aggression and more negative outcomes for submission. While aggressive participants with IDs were more likely to give aggressive responses, they were just as likely as the non-aggressive group to respond actively (assertively or aggressively) rather than passively. CONCLUSION: The findings of this thesis, viewed from the perspective of the SIP model, suggest that there are key cognitive and contextual differences between individuals who show frequent aggression, both with and without IDs. Although, somewhat surprisingly, emotion recognition skills did not appear to be associated with a tendency toward aggressive behaviour, the non-ID aggressive and non-aggressive groups differed in their anticipated outcomes for aggressive and submissive behaviour. The context in which conflict occurred also appeared to differ between those young people with and without IDs. However, the absence of some predicted findings from these studies may be related to methodological shortcomings; these possible limitations are considered, and directions for future work are suggested. Applications for clinical practice and policy are also discussed and recommendations for future research are given.

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4

Poppen, Marcus. "Vocational Rehabilitation: Predicting Employment Outcomes for Young Adults with Disabilities". Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/18734.

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Working within the National Longitudinal Transition Study (NLTS) theoretical framework, the purpose of this study was to explore the effects of individual characteristics, in-school experiences, post-school experiences, and contextual factors on Vocational Rehabilitation (VR) closure status among 4,443 young adults with disabilities who had received and completed services from Oregon VR between 2003 and 2013. This study analyzed extant data from the Oregon Rehabilitation Case Automation System (ORCA), an integrated case management database that collects and tracks demographic characteristics, service records and employment data on each individual who receives services from VR. Four logistic regression models were developed using Hosmer, Lemeshow, and Studivant's model building approach to test the effects of individual characteristics, in-school experiences, post-school experiences, and contextual factors on VR closure status. Seven risk factors were identified that decrease the probability of young adults with disabilities achieving a positive VR closure status: (1) being female; (2) having a primary disability of mental illness; (3) having a primary disability of traumatic brain injury; (4) having an interpersonal impediment to employment; (5) receiving Supplemental Security Income at application; (6) closing VR services during federal fiscal year (FFY) 2008; and (7) closing VR services during FFY 2009. Five protective factors were identified that increase the probability of young adults with disabilities achieving a positive VR closure status: (1) participation in the Oregon Youth Transition Program; (2) earning at least a high school completion certificate by closure; (3) receiving a higher number of VR services; (4) closing VR services on or below the median number of days to closure; and (5) closing VR services during FFY 2004. These findings support the hypothesis that individual characteristics, in-school experiences, post-school experiences, and contextual factors are predictors of positive VR closure status among young adults with disabilities. Further, these results provide evidence that transition services and supports provided to young adults with disabilities receiving services from VR can help them to achieve positive VR closure status.

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5

Coles, Karin Ann Marie. "Academic Self-Efficacy Beliefs of Young Adults with Learning Disabilities". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1153.

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Positive academic self-efficacy beliefs are associated with increased motivation, higher levels of persistence, and overall academic success. There is a gap in the literature regarding how young adult learners with identified learning disabilities who are also enrolled in postsecondary education characterize their development of academic self-efficacy beliefs and corresponding adaptive coping skills. The purpose of this phenomenological study was to develop a meaningful understanding of the lived experiences of young adult students with learning disabilities in the development of their self-efficacy beliefs and adaptive coping skills. Social learning theory, particularly the self-efficacy belief components, was the guiding conceptual framework for the study. Ten postsecondary students with identified learning disabilities were recruited through a purposeful sampling strategy and engaged in individual, semi-structured interviews. Moustakas' steps to phenomenological analysis were employed to analyze the data. Analysis resulted in the emergence of 6 major themes in self-efficacy belief development: (a) the role of experience, (b) support systems, (c) role models, (d) adaptive coping mechanisms, (e) accommodations, and (f) effective educators. Insights from the analysis of the data may contribute to the further development of effective and supportive interventions, strategies, and accommodations for postsecondary students with learning disabilities.

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6

Green, Teresa D. "Project SEARCH| Work-Based Transition Program for Young Adults with Disabilities". Thesis, Lindenwood University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556963.

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Historically people with significant disabilities were restricted to places such as adult activity centers, sheltered workshops, nursing homes, and institutions. Studies have shown the high school drop-out rate for this population is higher than those who are non-disabled. Policy makers concluded that these individuals needed to be better prepared for a successful adult life beyond high school. Individuals with developmental disabilities in the state of Missouri are over two times less likely to be employed than the national average. Laws have been passed to provide supports and services for individuals with disabilities to be as independent as possible. This paper explored the perspectives of a host site employer, parents, agency staff, and young adults with developmental disabilities in their participating experience of a one-year high school transition program with the main goal of employment. The students experienced employment through internships within a health care business setting. I conducted interviews, questionnaires, and observations in order to gain insight into the perspectives from each partner. Research questions included: How does Project SEARCH work? What are the parent perspectives on why and how Project SEARCH has prepared their children with developmental disabilities for competitive employment? What are the student perspectives on why and how Project SEARCH has prepared them for competitive employment? What are the business host site's employer and other agency staff perspectives on why and how they have prepared students with developmental disabilities for competitive employment? Findings found within the research were that Project SEARCH was a collaborative effort among various agencies to provide internships in a completely immersed business setting to students with developmental disabilities in which the ultimate goal was competitive employment. Parents perceived the program as indispensable to the increase in skill sets that occurred. Students perceived the experience obtained in the program as increasing their self-advocacy and self-confidence skills. By purchasing a license for the Project SEARCH program, the agencies involved have increased the opportunities for young adults with disabilities to obtain job readiness skills that impact the participant for the rest of his or her life. The results indicated although not every intern was employed upon exiting the program, skills beyond measure were obtained due to participation in an immersed workplace setting with specialized instruction in employability skills.

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7

Kensinger, Kari Michelle. "Leisure experiences of young adults with developmental disabilities a case study /". [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0005922.

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8

Klym, Lucy Ellen. "Paralleled Support Models for Young Adults with Intellectual and Developmental Disabilities". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3695.

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In the State of Indiana, for students over the age of 14 who have been diagnosed with intellectual or developmental disabilities, the transition from special education to Medicaid waiver oversight should occur seamlessly, but gaps in integrated and aligned goal development strategies remain. As a consequence, students who need adult-based support may not be receiving the full scope of services to which they are entitled. Using common-pool resource theory as a foundation, the purpose of this explanatory case study of transitional services to Indiana Medicaid was to understand, from the perspective of disability support service staff, the barriers to effective quality of life outcomes and collaboration among government agencies involved in the transition process. In-depth interview data were collected from a total of 6 vocational rehabilitation specialists, directors, and transition coordinators. These interview data were inductively coded and thematically analyzed according to identified common pool action areas. Key research findings included: (a) the need for implementation of student self-determination principles, (b) a strengthening of sustainable goal development directed toward student employment, and (c) an overall enhanced collaboration between key disability service support staff roles to create sustainable structures. Positive social change opportunities include recommendations to the Indiana Division of Disability and Rehabilitation Services to improve the overarching student-to-adult transition process, reduce redundant funding streams, and streamline goal development to create a sustainable, collaborative experience for students over their lifespan of support.

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9

Accuardi, Gia Teresa. "Cognitive interviews with early, middle and late adolescents living with disabilities". Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Thesis/Spring2010/G_Accuardi_041510.pdf.

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10

Kasler, Jonathan H. "Career counselling for young adults with learning disabilities : falling through the cracks". Thesis, Loughborough University, 2001. https://dspace.lboro.ac.uk/2134/6782.

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The subject of this thesis, career choice for young adults with (specific) learning disabilities, deals with two main issues. The first concerns the decision-making difficulties of young adults with learning disabilities as compared with their nondisabled peers. The second and major part of this thesis, deals with the development and validation of a self-report screening method for identifying those are likely to be at risk of being learning disabled. The primary purpose of this device is to provide career counsellors and other professionals, who generally receive only superficial training in the area of specific learning disabilities, with a tool for identifying individuals likely to have learning disabilities. It is important to emphasise from the outset that screening is not diagnosis. Even a very good screening tool can at best identify those at high risk for LDS. Also screening may identify problem areas but no information is available regarding aetiology or source of the problems. Finally screening is necessary because a large section of the population has been identified as potentially containing large numbers of LDS (Singleton et al. 1998). However, before beginning the research, a thorough review of the issues of definition that plague the field is undertaken. While the issues raised cannot be resolved in this thesis, they form a necessary background to the research done. In principle, learning disabilities are understood to be characterised by poor automisation of learning skills due to neurological malfunction, contrasted by at least average intelligence. Therefore the goal of screening is to identify the presence of these difficulties, while explanation of their causes remains the proper area of expertise of diagnosticians who bear the onus of showing evidence of neurological malfunction. The present research, then, is three-phased. First, the Career Decision Difficulties (CDD) questionnaire (Gati et al. 1996) is applied to establish empirical support for the hypothesis that young adults with specific learning disabilities have greater difficulties making career decisions than their non-disabled peers do and to identify problem areas of particular difficulty for these young adults. The second phase of the research is based on the assumption that the majority of adults with specific learning disabilities have not been diagnosed and are unaware of the reasons for study problems that they encounter. Against this background, a parsimonious and easily administered screening device is needed. The second part of the thesis focuses on the development and validation of a self-report model - the Strengths and Weaknesses Academic Profile (SWAP) - and a questionnaire based on it, and their use as a counselling tool. The questionnaire based on the SWAP model was administered to a sample of about 500 young adults in Israel studying in preacademic schemes, of which 117 were previously diagnosed as learning disabled. The data was then analysed for validation. Finally, the results were normed on a larger sample of just over 900. The third phase was undertaken in order to address outstanding issues of validation resulting from the inherent methodological weakness of the Israeli research, a further sample was tested in Sheffield, UK. Unlike the Israeli sample, the non-diagnosed were tested to reveal any hidden dyslexics and they were subsequently removed from the control group. I present here an epidemiological sample validating a research tool in a real life scenario. In order to check the construct validity of this tool, a stricter research definition of LD was adopted, and the same process was undertaken using a well-defined sample known to be dyslexic and non-dyslexic. In conclusion, the results of this empirical demonstration show that the SWAP model predicts to a satisfactory degree those individuals who are at high risk of dyslexia. This thesis combines the strengths of an experimental qualitative approach with those of a quantitative empirical approach. In the main sample, the Israeli sample, scores were normed and converted into percentiles. Preliminary data regarding the predictive success of the use of SWAP for referral for diagnosis is presented. In addition, several case studies are included as examples of the use of SWAP as a counselling tool.

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11

Swanson, Rachel. "The Experiences and Future Aspirations of Young Adults with Siblings with Disabilities". Thesis, Boston College, 2014. http://hdl.handle.net/2345/3883.

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Thesis advisor: Paul Gray
As siblings tend to have the longest lasting and most transformative relationship within family systems, more attention must be given to individuals with siblings with disabilities. Given that young adulthood is a time spent planning for the future, this research investigates the impact of the experience of having a sibling with a disability on the development of future aspirations for young adults. Semi-structured interviews and a qualitative analysis examine the various aspects of the sibling relationship and family systems which affect the future planning of young adults with special needs siblings. The purpose is to understand what personality and identity traits develop from the experience of having a sibling with a disability, and how these characteristics subsequently relate to decisions such as career choice, geographical location, beginning a family, and role accountability towards future caregiving for their special needs sibling
Thesis (BA) — Boston College, 2014
Submitted to: Boston College. College of Arts and Sciences
Discipline: College Honors Program
Discipline: Sociology

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12

Fish, Thomas Robert. "Effects Of An Intervention Program On Parents Of Young Adults With Disabilities". The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1046880666.

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13

Harwick, Robin. "Transition to Adulthood for Young Adults with Disabilities that Experienced Foster Care". Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18531.

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The transition to adulthood can be especially challenging for youth that experience the foster care system. These challenges are magnified for youth that also experience disability, accounting for at least 40-47% of all children in foster care. Youth with and without disabilities that experience the foster care system encounter barriers during the transition to adulthood that often lead to poor outcomes; including high rates of mobility, mental health concerns, or a lack of a consistent positive relationship with an adult. A national study determined that 2.5 to 4 years after a youth has aged out of the child welfare system only 54% had graduated from high school and only 17% were economically self sufficient. In order to move from a deficit-based to a strength-based approach it is important to gain a greater understanding of what helped young adults with disabilities that experienced foster care overcome barriers to graduation and aided their transition to adulthood. The findings from this dissertation study suggest and confirm prior research that improved systems and interagency collaboration, more training for professionals and caregivers, and self-determination and self-advocacy training for youth are needed to improve post school outcomes for youth with disabilities who experience foster care. The services and supports that were perceived as the most helpful in overcoming barriers were (a) access to mental health and disability services, (b) stable and positive relationships, (c) systems that provide a "safety net" during transition, and (d) post secondary support programs for alumni of foster care. On an individual level, resilience, self-determination, and self-advocacy seemed to contribute to participants' successful transition to adulthood. This dissertation study also demonstrates the variability of the social and relational contexts for youth in foster care, therefore a personalized, youth centered approach to case management is required during their transition to adulthood.

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14

Sullivan, Jacqueline Patricia Clay Tubbs. "Pastoral care to younger adults in long-term care". Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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15

Fullarton, Stephanie. "A case study of school experiences for successful young adults with learning disabilities". Thesis, University of Ottawa (Canada), 2006. http://hdl.handle.net/10393/27360.

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The results of recent research show that post-secondary school outcomes of individuals with disabilities lag behind those of non-disabled individuals in employment, residential independence, and post-secondary education (Blackorby & Wagner, 1996; Benz et al., 1997; Colley & Jamison, 1998; Reis et al., 1997; Madaus et al., 2003; & Baer et al., 2003). Despite the disappointing outcome results among individuals with disabilities, those with learning disabilities (LD) as opposed to other disabilities tend to achieve higher post-secondary school education and employment outcomes (Blackorby & Wagner, 1996). Some studies show that for those with learning disabilities, involvement in academic programs in high school is related to post-secondary academic success (Blackorby & Wagner, 1996; Baer et al. 2003). Likewise, involvement in school-to-work programs while in high school increased the opportunities for attainment of competitive employment (Benz et al. 1997; Baer et al. 2003). However, there are also some studies that have shown that school programs did not contribute to successful adult outcomes and that factors related to the environment and to the individuals themselves were better predictors of post-secondary school success for those with learning disabilities (Raskind et al. 1999; Gerber et al. 1992). Gerber et al. (1992) created a 'Model of Success' which states that success is a function of the degree of control attained by the person with learning disabilities and that individual and environmental factors predict success for individuals with learning disabilities. This qualitative study used a constructivist conceptual framework. A constructivist conceptual framework refers to the social construction of knowledge by participant and researcher. To understand the participants experience through their own perspective, it becomes the researcher's responsibility to dissolve personal preconceptions and to try to understand the experience from the participants' point of view. A phenomenological strategy was used with a case study method. The phenomenon under investigation was the experience of living with a learning disability and four case studies were employed to investigate this phenomenon. Therefore, the purpose of this research was to investigate the experiences of individuals who have learning disabilities who received accommodations while in school. Emphasis was placed on the participants' school experiences and reflections on those experiences as well as the individual characteristics and environmental conditions, all of which have acted as facilitators or barriers to their post-secondary school outcomes. Specifically, inquiries into employment opportunities, post-secondary education and independent living outcomes helped to determine the conditions related to success among individuals with learning disabilities in adult life. The findings from this study show that early identification and remediation are important in enabling the individual: time for advocacy, remediation, accommodations and general adjustment to their learning disability. Progress was made during elementary school but the lack of services offered in secondary school produced negative experiences for the participants. University offered the individuals control over what and how they learned. As well, the support available to them enhanced their university experiences and facilitated successful outcomes. (Abstract shortened by UMI.)

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16

Antle, Beverley J. "Seeking strengths in young people with physical disabilities, learning from the self-perceptions of children and young adults". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0001/NQ41395.pdf.

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17

Moore, Jessica Lynn. "Using Video Feedback to Increase Job Interview Skills for Young Adults with Developmental Disabilities". Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5745.

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Individuals diagnosed with developmental disabilities often lack the skills needed to gain meaningful employment in the community. One crucial skill is interviewing as this is the first and often the only pre-job interaction an individual has with his or her employer. In a short interaction, the person must convey information about specific work history, employability, and a general impression of character. This study evaluated the effectiveness of video feedback in improving job interview behaviors for three young adults with developmental disabilities. The interview related-behaviors were appropriate greeting, responses to interview questions, and appropriate closing statement. The performance across the participants was assessed in simulated interviews under a multiple-baseline design across behaviors and participants, with all participants reaching 100% correct performance of all three behaviors after video feedback was implemented. The social validity supports the feasibility of this video feedback intervention. Issues related to future research and implications for the field are discussed.

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18

Heinlein, William E. "Clinical utility of the Wechsler Scales in psychological evaluations to estimate vocational aptitude among learning disabled young adults". Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/82648.

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A growing body of opinion, research, and legislation [PL 98-524] implies that school psychological evaluations with adolescents and young adults should routinely include estimates of vocational interests and aptitude. Certainly all secondary level special education evaluations should include this important vocational component. Evidence suggests that the experience of career development among learning disabled young adults is particularly frustrating and difficult without early planning and exploration of options. This study examines the utility of traditionally available psychometric data in assisting the clinician make initial, exploratory estimates of vocational aptitude without referring the client for specialized testing. Wechsler Adult Intelligence Scale - Revised [WAIS-R], and General Aptitude Test Battery [GATB] scores were subjected to a multivariate, canonical correlation analysis to examine the overlap among constructs estimated by these sets of variables. The sample was composed of 148 learning disabled young adults enrolled in a state supported vocational rehabilitation program. Three significant canonical correlations were interpreted. The redundancy index showed that 34% of the variance in GATB aptitudes is explained by three linear combinations of WAIS-R subtest scaled scores, and that 31% of the WAIS-R subtest variance is predictable from three composites of GATB aptitude scores. Analysis of the structure correlations suggests that the first pair of canonical variates [Rc = .87] share a general intelligence, or verbal comprehension factor. A second pair [Rc= .73] share a perceptual and motor coordination construct. The third pair of canonical variates [Rc = .61] define a perceptual speed, or psychomotor construct that overlaps both the GATB and the WAIS-R set of test scores. There is evidence that GATB and WAIS-R estimate similar, but essentially independent dimensions of the same three psychoeducational constructs. WAIS-R may provide better estimates of fluid ability than GATB; and GATB may provide better estimates of crystallized ability than WAIS-R. Clinical implications for psychologists making exploratory estimates of vocational ability and aptitude from clinical profiles of WAIS-R scaled scores are discussed. Assessment issues with respect to the learning disabled young adult are also presented. [175 references]
Ed. D.

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Li, Ping-ying Eria, e 李萍英. "Self-determination of young adults with mild mental handicap: implications for education and vocationalpreparation". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31238920.

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20

Li, Ping-ying Eria. "Self-determination of young adults with mild mental handicap : implications for education and vocational preparation /". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21451291.

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21

Ierna, Adrian. "Entering the adult world : the experiences of young adults with learning disabilities of social support during the transition into adult services". Thesis, University of Leicester, 2014. http://hdl.handle.net/2381/28796.

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The transition into adulthood has been identified as a key life event for people with learning disabilities, entailing the departure of services which are well known and entry into unfamiliar systems. Social support has been conceived as having a stress buffering role. It has also been contended that social support is itself important to the mental health of people. It was hypothesised that the role of social support in the transition period would be important, particularly as the transition process itself may change the structure of the support network around the individual. Traditional concepts of social support have been criticised as lacking conceptual clarity and of being of limited ecological value. They do not take into account the context of relationships which are entailed and the ambiguous nature of support. Moreover, no studies have examined the views of people with learning disabilities about their experiences of social support. This study aimed to use in-depth interviews to explore the views of people with learning disabilities about their experiences of social support. Six young adults with mild to moderate learning disabilities were interviewed about their experiences of leaving school and the support that they received at that time. A grounded theory methodology was used to code the transcripts. The analysis identified various challenges that occur during the transition years. It also delineated the interplay between self-reliant coping responses and social support coping strategies which participants used to respond to these challenges, with particular attention being drawn to the different pathways to attaining social support and the distinction between unsought social support and initiating support interactions. The intervening conditions of relationships and locations were related through this process. The properties of relationships were discussed, as were the important contextual factors of control and identity. Strategies used to manage social relationships were related both in terms of maintaining positive examples but also in terms of managing conflict within those relationships. The theoretical and clinical implications are discussed.

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Kirk, Joanna T. "The self-esteem and psychological well-being of young people and adults with intellectual disabilities". Thesis, University of Birmingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408973.

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23

DiRisio, Deborah. "Non-Restrictive Environment After Age 21| Program Placement for Young Adults With Severe Developmental Disabilities". Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682283.

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For students with significant disabilities, the process of transitioning from their secondary school setting to their post-secondary setting includes the exploration of potential adult settings. This paper explored the perspectives of secondary school personnel, as well as the viewpoints of personnel from St. Louis area post-secondary programs, as to the characteristics which determine adult program placement. State agencies that facilitate Person Centered Plans were also interviewed regarding viewpoints as to how secondary students with significant disabilities could seek and secure their most non-restrictive adult program placements. Research questions included: (1) How do the Missouri Alternative Frameworks utilized in secondary programming differ from the eligibility criteria utilized in post -secondary programs?; (2) How does the post-secondary eligibility process relate to the Missouri Alternative Frameworks Curriculum guidelines?; (3) What specific self-care skills and academic skills determine criteria for students with severe cognitive disabilities in post-secondary adult programs in the St. Louis area?; and (4) In addition to self-care and academic skills, what other factors determine student placement in post-secondary programs for the severely developmentally disabled within the St. Louis area? Revealed in this study was the importance of the development of lifelong relationships with post-secondary program organizations. Age, type of residence as well as the geographical location of residence, can be paramount to the applicants' skills or ability levels as adult program placement is determined for individuals with significant disabilities. Funding sources, as well as specific skill sets, were explored as they related to post-secondary clients achieving their most non- restrictive post-secondary placement.

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24

Bolic, Baric Vedrana. "Support in school and the occupational transition process : Adolescents and young adults with neuropsychiatric disabilities". Doctoral thesis, Linköpings universitet, Hälsa, Aktivitet, Vård (HAV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-123873.

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The overall aim of this thesis was to describe and explore the experiences of support in school of adolescents and young adults with neuropsychiatric disabilities. Furthermore, the aim was to explore support that influences the occupational transition to upper secondary school, further education and work. The two first studies investigated computer use in educational activities and during leisure activities by adolescents with attention deficit hyperactivity disorder (ADHD). Study II also aimed to explore how traditional leisure activities and Internet activities interrelate among adolescents with ADHD. In Studies I and II data was collected using a questionnaire focusing on information and communication technology (ICT) use in school and leisure. Adolescents with ADHD (n = 102) aged 12-18 years were compared with adolescents with physical disabilities (Study I) and adolescents from the general population (Studies I and II). In Study III the aim was to describe the experiences of support at school among young adults with AS and ADHD, and to explore what support they, in retrospect, described as influencing learning. Study IV aimed to describe the occupational transition process to upper secondary school, further education and/or work and to explore what support influenced the process from the perspectives of young adults with AS or ADHD. Studies III (n=13) and IV (n=15) used qualitative semi-structured interviews with young adults with AS or ADHD, aged 18-30 years and were analysed using hermeneutics according to Gadamer. The findings of Study I showed that students with ADHD reported significantly less frequent use of computers for almost all educational activities compared with students with physical disabilities and students from the general population. They reported low satisfaction with computer use in school and a desire to use computers more often and for more activities in school compared with students with physical disabilities. Study II showed that Internet activities among adolescents with ADHD during leisure, tended to focus on online games. Furthermore, analysis demonstrated that Internet activities were broadening leisure activities among adolescents with ADHD, rather than being a substitute for traditional leisure activities. Study III found that young adults with AS or ADHD experienced difficulties at school that included academic, social, and emotional aspects, all of which influenced learning. Support addressing difficulties with academic performance was described as insufficient and only occasionally provided in school. In conclusion, support for learning among students with AS or ADHD needs to combine academic and psychosicial support. The findings of Study IV identified three different pathways following compulsory school. Support influencing the occupational transition process included: occupational transition preparation in compulsory school, practical work experience in a safe environment, and support beyond the workplace. Support from community-based day centres was described both as an important step towards work in the regular labour market, as well as being too far away from the regular labour market. In conclusion, this thesis revealed that support in school among students with AS or ADHD needs to combine academic and psychosocial support. Despite being regarded as facilitating learning, individuals with ADHD or AS reported limited computer and Internet use in school. Based on the results it is suggested that Internet activities may provide adolescents with neuropsychiatric disabilities with new opportunities for social interaction and educational activities. On the basis of the results it is suggested that the occupational transition process should be viewed as a longitudinal one, starting in compulsory school and continuing on until young adults obtain and are able to remain in work or further education. This thesis revealed that extended transition planning, inter-service collaboration and support from communitybased day centres were aspects of the environment that influenced the occupational transition process.

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25

Held, Mary F. "Infusing self-determination into the curriculum for young adults with significant disabilities one teacher's journey /". [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3344574.

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Thesis (Ph.D.)--Indiana University, School of Education, Dept. of Curriculum and Instruction, 2008.
Title from PDF t.p. (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0531. Adviser: Patricia Rogan.

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26

D'Aguilar, Allison. "YOUNG ADULTS WITH DISABILITIES FINANCIAL SKILLS AND GOALS: A MIXED METHODS STRENGTHS AND NEEDS ASSESSMENT". VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5942.

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Young adults with disabilities face barriers that affect their financial capability and financial inclusion in the marketplace. Barriers include a lack of autonomy, skills, and opportunities. This mixed method strengths and needs assessment aimed to explain and explore the financial skills and goals of young adults with disabilities. A standardized scale captured young adults with disabilities financial skills, photovoice participatory action research documented their valued financial skills and goals, and semi-structured interviews notated parents financial aspirations and goals for their daughters and sons. The mixed methods analysis suggested young adults with disabilities underlying financial skills fell 25 percent below the average score among U.S. adults; valued financial skills and goals included their hobbies, talents, and continued education to pursue a livelihood; and parents aspired that their daughter or son acquired meaningful employment, independence to include financial independence, and money management skills.

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27

Thompson, Teshawnia. "Well-Being Among Parents of Young Adults With Intellectual Disabilities When Transitioning From High School". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5423.

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Abstract (sommario):

Transition out of high school for young adults with intellectual disabilities (IDs) has been described as a stressful time for individuals and their families, with increased demands for caregiving and parental support. A lack of research is associated specifically with those individuals with moderate IDs and their parents' experiences of well-being during the transition process. The purpose of this phenomenological study was to understand how parents of young adult-aged children with moderate IDs experience well-being as their child transitions from high school to adulthood. Ryff's model of psychological well-being was used as the conceptual framework to better understand and explore the psychological well-being of parents as they navigate through the transition process. Eight parents from an urban Georgia school district were recruited through criterion sampling and participated in individual semistructured face-to-face interviews. Constant comparison analysis was used to analyze the data. There were 8 major themes that emerged from describing the lived experience of parents: (a) expectations and preparation, (b) experience with school, (c) accessing and coordinating services, (d) social support systems, (e) daily activities and planning, (f) life as an adjustment, (g) personal growth, and (h) looking toward the future. School districts and adult service providers may gain insight from parent perspectives to help alleviate rather than exacerbate the challenges parents face during the transition process, which would contribute to the parents' psychological well-being.

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28

Washburn, Elizabeth A. "Comparing the Point-of-View and Spectator Perspectives in Video Prompting for Young Adults with Disabilities". BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/8792.

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Video modeling is an evidence-based practice for teaching a wide range of skills to individuals with disabilities. Recent advances in technology have also made video modeling and video prompting more accessible and feasible for teachers and practitioners. This study aims to see if a functional difference exists between two filming perspectives: point-of-view and spectator. Using a single-subject alternating treatments design with least-to-most prompting, the researcher investigated differences between the two perspectives. Four individuals participated in this study—two males and two females between the ages of 19 and 21 with varying disabilities. Data were analyzed visually. Tasks that were taught are: cutting paper using a paper slicer, gluing paper onto a painted wood block, and opening a combination lock. At the conclusion of the study, it was determined that there is not a substantial difference between the two perspectives. However, participants successfully learned the new skills in both perspectives, indicating that positive outcomes may be observed when using a video prompting intervention to teach new skills to young adults with disabilities.

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29

Tam, Ching-yi Maureen. "A social education group for the mentally handicapped young adults /". [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12341666.

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30

Sabetti, Judith J. "Family environment and reproductive attitudes of young adults with ill or disabled siblings". Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=68064.

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This study explores how experience with a chronically ill or disabled sibling may affect prospective reproductive attitudes and behavior. Eighty-two young adults were interviewed using a structured, written questionnaire, which included the index of Family Relations (IFR) developed by Hudson (1982). Respondents in the main group (n = 41) had siblings with either a single-gene, hereditary illness or a physical/intellectual handicap. A multiple regression analysis examined how different group and subgroup combinations of the sibling factor might predict reproductive attitudes, controlling for sociodemographic, family, and developmental variables. Contrary to expectation, experience with an affected sibling predicted acceptance of potentially affected offspring. The significance of this finding was marginal for the main group, but more favorable when the sibling was intellectually handicapped. Respondents with siblings in genetic categories felt more obliged than others to test their own genetic risk status, but were least likely to favor abortion for medical indication.

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31

Sienko, Susan Elizabeth. "Health and Well-being of Young Adults with Cerebral Palsy". Thesis, Portland State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3628971.

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Health is a multidimensional, holistic, concept integrating physical and mental health. In childhood, the most common cause of physical disability is Cerebral Palsy (CP). For individuals with CP, health and well-being is impacted by the complex interactions among their physical impairments, activity, participation and environmental barriers. Although CP is considered non-progressive, secondary conditions (pain and fatigue) and their functional consequences have been found to worsen as the individual with CP ages. While preliminary evidence shows that many of the physical impairments (pain, fatigue, depression) reported in adults with CP begin during late adolescence, there is little information about the role personal and environmental factors, impairments, activity limitations, and participation restrictions have on health and well-being of young adults with CP.

To understand the health and well-being of young adults with CP, the International Classification of Functioning, Disability and Health (ICF), a World Health Organization framework, guided the selection of survey instruments for this study. Surveys were sent to 610 young adults (18-30 years) with CP. 95 surveys were returned, 55 were self-reported and 40 were completed by proxies. Increasing severity of impairment was associated with decreased participation in daily activities and social roles, while loss of ambulatory ability, pain, fatigue, depression, and activity level did not differ by severity of impairment. Environmental barriers restricted the level of participation only for the self-report participants. Health status was decreased in those who self-reported increased pain, fatigue, and depression; offset by emotional support. Life satisfaction was decreased by depression and poor health; offset by emotional support.

Addressing the physical impairments, activity limitations, participation restrictions, personal factors and environmental barriers impacting young adults with CP requires coordinated efforts among the medical, educational and vocational systems. These efforts need to begin early with appropriate assessment and treatment of impairments, provision of assistive technologies and augmentative communication, and adaptation of the environment to facilitate participation in activities and social roles. The health and well-being in young adults with CP can also be improved with enhanced emotional support beyond the family unit through peer support groups, mentors, and other adult role models.

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Radford, Morgan Janice. "Growing up in a wheelchair : a qualitative study of adolescents and young adults with congenital physical disabilities". Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/27340.

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The purpose of this study was to explore and describe the experience of growing up with a congenital physical disability and the effect this has on self-concept development from the perspective of adolescents and young adults who have such a disability which confines them to a wheelchair. A phenomenological approach was used to guide data collection through a series of 13 semi-structured interviews with 6 wheelchair dependent individuals between the ages of 12 and 23 years. Data analysis occurred concurrently with data collection. It was found that there were three common components to the experience: family life, peer relationships and leisure-time activities but participants had two different perspectives on this experience. Those holding the "able" perspective were optimistic, generally satisfied with their peer and family relationships and perceived themselves to be physically, socially and cognitively competent. Those with the "disabled perspective were pessimistic, unsatisfied with their peer and family relationships and did not perceive themselves to be physically, socially and cognitively competent. In terms of nursing practice, the findings indicate the necessity of supporting families in order to maintain disabled children and adolescents at home whenever possible and the importance of building positive self-concepts and high self-esteem in disabled children and adolescents. Implications for nursing research include further exploration and description of the experience of growing up with a congenital physical disability with larger numbers of disabled informants and expansion of the body of knowledge about the impact of the disabled child or adolescent on family functioning and family relationships.
Applied Science, Faculty of
Nursing, School of
Graduate

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33

Kahonde, Callista Kanganwiro. "A grounded theory study of family caregivers' responses to the sexuality of young adults with intellectual disabilities". Doctoral thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/24508.

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Globally, people with intellectual disabilities are not afforded equal opportunities to express and enjoy their sexuality on par with their peers. Although most of them remain under the lifetime custody of family caregivers for care and support, a knowledge gap exists in understanding the role of the family caregivers in the sexuality issues of people with intellectual disabilities, especially in developing countries like South Africa. The present study is the first of its kind that employed an exploratory, theory generating methodology, the constructivist grounded theory methodology, to seek understanding of how family caregivers in the Western Cape Province of South Africa respond to sexuality of young adults with intellectual disabilities. Data were gathered through in-depth and focus group interviews with 25 family caregivers and further confirmatory interviews with nine service providers of young adults with intellectual disabilities. The study generated a substantive grounded theory, the Theory of Contained Sexuality, to explain the responses of family caregivers to the sexuality of young adults with intellectual disabilities. The study found that the family caregivers' thoughts, emotions, actions and behaviour towards the sexuality of the young adults with intellectual disabilities are influenced by what the family caregivers see as implications of the young adults' sexual expression and behaviour on both of them. The family caregivers do not completely suppress or restrain the sexuality of the young adults with intellectual disabilities but they support with 'containment', that is they try to confine the sexuality within boundaries that they can control and manage within their lifelong caring role. Ultimately, what the findings of this study point towards is the impact of lifelong family care on realisation of sexual rights by people with intellectual disabilities. Hence, the study concluded that, without the appropriate forms of support and probably alternative forms of care, the human rights framework as embodied within the United Nations Convention on the Rights of Persons with Disabilities and local policies informed by it is insufficient as a tool for sexual emancipation of people with intellectual disabilities. Therefore, a relational moral theory - the ethics of care - is proposed as appropriate to complement the human rights framework in both research and practice around sexuality of people with intellectual disabilities living under family care. The study also highlights the imperative for further studies that investigate the impact of lifelong family care on other aspects of the lives of people with intellectual disabilities and promote theorisation of lifelong care within such studies.

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Kutscher, Elisabeth L. "A Mixed Methods Exploration of Persistence in Postsecondary Education among Young Adults with Disabilities or Learning Differences". Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10981464.

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This study used a transformative, convergent mixed methods design, with a crossover analysis, to investigate the K-12 and postsecondary experiences young adults with disabilities perceive as influencing their persistence in postsecondary education.

Thirteen young adults who were persisting in or had completed postsecondary education programs participated in this study. Qualitative data were collected through semi-structured interviews. Quantitative data were collected through a survey that included measures of demographics, high school experiences (based on the National Technical Assistance Center on Transition’s Predictor Implementation School/District Self-Assessment, 2015), self-determination (AIR Self-Determination Scale; Wolman, Campeau, Dubois, Mithaug, & Stolarski, 1994), and disability identification subscale (Nario-Redmond, Noel, & Fern, 2013).

Qualitative findings suggested forty-one themes important to participants’ persistence. Specifically, eight facilitators and 11 challenges at the K-12 level, and 12 facilitators and 10 challenges at the postsecondary level emerged from the data. Participants’ experiences could also be categorized into four “transition profiles,” based on their experiences as they adjusted to their postsecondary programs: smooth, culture shock, huge leap, and smooth despite struggles.

Quantitative findings revealed that participants reported strong academic achievement, high levels of self-determination, and neutral identification with a disability community. Self-determination and disability identification showed a statistically significant correlation.

Integration of qualitative and quantitative findings occurred through the use of data matrices and multiple correspondence analysis (MCA), a multivariate technique that can be applied to categorical data. MCA was used to describe and display relationships among participant characteristics and emergent themes.

Synthesis of qualitative, quantitative, integrated, and crossover results suggested five multidimensional findings: (a) current definitions of established high school predictors of postsecondary education participation are incomplete; (b) positive K-12 experiences do not necessarily lead to smooth transitions; (c) postsecondary experiences unique to students with disabilities and universal to all students are intertwined; (d) parents fill educational gaps in K-12 years and beyond, but support is complex; and (e) disability identification and self-determination are nuanced across transition profiles, disability characteristics, and gender.

Through the lens of the transformative framework, implications of the findings for social justice and recommendations for policy, research, and practice are discussed.

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35

Isacsson, Katrina. "A Bridge to Nowhere: Experiences of the Transition from High School to Adult Life for Young Adults with Intellectual Disabilities in Ontario". Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39867.

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The foremost aim of this study is inherent in my primary research question which asks how the families of adult children with intellectual disabilities understand and experience the transition that takes place when their children age out of high school. In order to achieve this goal, I turned to the families themselves and asked participants to recount their lived experiences during this important transition. Throughout my data collection and subsequent analysis, I relied on methods common to interpretative phenomenology to guide my process and ensure its viability. To this end, I have conducted a phenomenological analysis of participant narratives and provide a comprehensive portrayal of how parents experience and understand the transition that takes place when their adult children with intellectual disabilities age out of school. I have strived to embed this study within the framework of the existing literature and policy pertaining to this transition. I have enhanced this research with an original content analysis of news articles pertaining to the post-school lives of adults with intellectual disabilities. Finally, I undertook interviews with community and government representatives. When taken together, these elements illustrate how difficult it is for the parents of young adults with intellectual disabilities to replace the services and supports that they lose when their adult children age out of high school in Ontario.

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Garcia, Ricardo Basso. "Visuospatial working memory in young adults and in children with learning difficulties". Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/59/59134/tde-08062013-120353/.

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Visuospatial working memory (VSWM) comprises specialised subsystems devoted to storage of visual features and spatial locations. Recently, research has been focused on understanding feature binding in memory and how bound objects are temporarily held in working memory. In the current thesis we have addressed two broad questions: What is the nature of bound visual representations in working memory? Is there a specific deficit in binding in individuals with learning difficulties? In Study 1, young adults were required to recall locations, objects and object-location bindings under visual or spatial concurrent task conditions. A clear double dissociation pattern was observed: movement discrimination mainly disrupted location memory, whereas colour discrimination mainly disrupted object memory. Such selective interference was also observed for object-location memory, suggesting that bound object representations depend on the updating of specific feature information. In Study 2, two groups of children with specific learning disabilities dyslexia and nonverbal learning disability (NLD) were compared to typically developing children in three tasks that required forward and backward recall of locations, colours, and colour-location bindings. Only children with NLD have impairments in memory for locations and colours, especially in backward recall of locations, and there were no group differences for the colour-location binding task. The patterns seen in recall of locations and colours separately were no longer present when these features had to be recalled together, suggesting the specificity of binding processes. Finally, in Study 3, two groups of children at-risk of learning disabilities (verbal and nonverbal) were compared to typically developing children in VSWM for colours, shapes, and shape-colour bindings. It was observed that memory for shape-colour binding is impaired in both groups at risk of learning disabilities, whereas memory for either shapes or colours are spared. This provides further support that problems in memory binding may be widespread across different populations with learning difficulties and atypical development. In summary, taken together, our results are in line with an associative view of binding, i.e., bound object representation results from associative links between different types of features. VSWM seems to operate on both feature- and object-level information.
A memória de trabalho visuoespacial possui subsistemas especializados na retenção temporária de características visuais e localizações espaciais. Recentemente, diversas pesquisas procuram elucidar os mecanismos de integração (ou binding) de características na memória e como objetos integrados são temporariamente armazenados. Nesta tese, abordamos duas questões amplas: Qual a natureza de representações integradas na memória de trabalho? Há um déficit específico na integração de informações em indivíduos com dificuldades de aprendizagem? No Estudo 1, adultos jovens (estudantes universitários) realizaram tarefas de recordar localizações, objetos e conjunções objeto-localização em diferentes condições experimentais de interferência, que poderia ser uma tarefa concorrente visual ou espacial. Uma clara dissociação dupla foi observada: a discriminação de movimento dificultou a recordação de localizações e a discriminação de cores interferiu na recordação dos objetos. Tal interferência seletiva também foi observada na memória para conjunção objeto-localização, indicando que representações integradas dependem da atualização de traços de memória específicos. No Estudo 2, crianças com transtornos específicos de aprendizagem dislexia e transtorno de aprendizagem não-verbal (TANV) foram comparadas a crianças com desenvolvimento típico em três tarefas que exigiam a recordação em ordem direta e inversa de sequências de localizações, cores e conjunções cores-localizações. Crianças com TANV apresentaram déficits de memória para localizações e cores, especialmente quando as localizações deveriam ser recordadas em ordem inversa, e não houve diferenças entre grupos na tarefa de cor-localização. Os padrões observados na recordação de cores e localizações em separado não foram observados quando essas informações deveriam ser recordadas de maneira integrada, sugerindo a especificidade de processos de integração de características. Por fim, no Estudo 3, dois grupos de crianças em risco de transtornos de aprendizagem (verbal e não-verbal) foram comparadas a crianças em desenvolvimento típico em tarefas que exigiam memória para cores, formas e conjunções forma-cor. Foi observado que ambos os grupos com dificuldades de aprendizagem apresentaram um déficit de memória para a conjunção forma-cor, com memória preservada para cores e formas separadamente. Isso traz evidências adicionais que problemas de memória para conjunções podem ser generalizados para diversas populações com dificuldades de aprendizagem e desenvolvimento atípico. Resumindo, nosso conjunto de resultados estão de acordo com uma perspectiva associativa da conjunção ou binding, isto é, representações integradas resultam de ligações associativas entre diferentes tipos de traços ativados. A memória de trabalho visuoespacial parece funcionar com informações de ambos os níveis características básicas e objetos integrados.

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Cooper, Amy Mixon Shapiro Steven K. "An investigation of coping skills, locus of control, and quality of life in young adults with learning disabilities". Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/COOPER_AMY_40.pdf.

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38

Harnik, Adi. "Quality of life among adolescents and young adults with intellectual disabilities: a report on a mixed-methods study". Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=97143.

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This mixed method study explores the perceived quality of life (QOL) of 16 adolescents and young adults with Intellectual Disabilities as they go through the transition from school into the community. All were either graduates or current students in a specialized transition to work program. In accordance with the WHO definition of quality of life, we examined participants' subjective assessments of their independence, social relationships, and community involvement and compared the graduates' and students' responses. Perceived independence was positively related to IQ, communication, and to socialization skills for both groups. School status influenced community involvement and friendships; graduates were more involved in the community but students reported having a larger social circle. Though participants noted a general overall satisfaction with their lives, all mentioned areas for improvement when asked an open-ended question regarding how they envision their future in term of QOL. These qualitative responses centered around themes of independence, community involvement, and social interactions. Implications for transition services are discussed.
Cette étude explore la méthode mixte de la qualité de vie perçue (QDV) de 16 adolescents et jeunes adultes souffrant de retards de développement durant leur transition de l'école à la société. Tous les participants étaient soit des diplômés, soit des étudiants en cours d'un programme spécialisé de transition au travail.Conformément à la définition de la qualité de la vie de l'OMS, nous avons examiné l'evaluation subjective des participants sur leur indépendance, leurs relations sociales et leur participation communautaire, et nous avons ensuite comparé les réponses des diplômés à celles des élèves. La correlation entre l'indépendance perçue et l'IQ, la communication et les compétences sociales, était positive pour les deux groupes. Le statut à l'école influença la participation communautaire et les relations amicales; les diplômés étaient plus impliqués que les étudiants dans la communauté, mais les étudiants ont déclaré avoir un plus grand cercle social. Bien que les participants aient noté une satisfaction globale de leur vie, tous ont mentionné des domaines d'amélioration lorsqu'une question ouverte concernant la façon dont ils envisagaient leur avenir en terme de qualité de vie leur a été posée. Ces réponses qualitatives étaient ciblées autour des themes de l'indépendance, la participation communautaire, et les interactions sociales. Les implications pour les services de transition sont discutées.

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Patterson, Anne. "Creating order from 'disorder' : a study of pre-closing activity in interactions involving young adults with learning disabilities". Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/36035.

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Traditionally matters of disability have been considered in a predominantly clinical domain which positions any 'impairment' as intrinsic to individuals, and often calls into question their 'social competence'. However since Goodwin's (1995, 2003a, 2003b, 2004) work opened the door for research into diagnosed 'impairments' within an interactional framework, there has been a multitude of studies which have provided an interactional consideration of a wide range of diagnosed 'disorders'. Such work takes a more pragmatic line and recognises that it is for parties to an interaction to jointly accomplish everyday conversational tasks. This thesis follows such a line. It explores how everyday conversational tasks within family telephone calls which include a young adult with a learning disability (LD), are accomplished. The particular conversational task which is considered is that of closing a telephone call.

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Kramer-Stutts, Traci A. "Frontal Lobe Functions in Attention Deficit Hyperactivity Disorder from Children to Young Adults". Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278933/.

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Abstract (sommario):

Individuals with attention deficit hyperactivity disorder (ADHD) with and without a learning disorder (LD) and a control group of clinically referred individuals with behavioral problems were compared on four neuropsychological tests of frontal lobe functioning. Test results were collected to examine if ADHD individuals with and without LD have deficits in frontal lobe functioning. Two age groups were used to examine developmental differences. In the six to ten age group there were 27 ADHD, 17 ADHD/LD and seven other clinically referred individuals. In the 11 -20 age group there were 12 ADHD, 23 ADHD/LD and 24 other clinically referred individuals. The ADHD and ADHD/LD groups performed at a lower level than the other diagnostic group on the freedom from distractibility factor of the WISC-R and the omission and commission errors of the Gordon Diagnostic system. Differences for the ADHD and ADHD/LD groups were also found on the number of correct responses for the Gordon Diagnostic system, the Speech Sounds test and the Seashore Rhythm test. The developmental differences that were found were not influenced by diagnosis. The deficits that the ADHD individuals with and without LD demonstrated were not affected by age.

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41

Cullen, Jennifer Marie. "Effects of Self-Directed Video Prompting Using iPads on the Vocational Task Completion of Young Adults with Intellectual and Developmental Disabilities". The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374235173.

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42

Morris, Stephanie H. "Quality of Life Issues for Three Young Adults with Developmental Disabilities Receiving Music Therapy During Transition from High School to Adult Life: A Phenomenological Inquiry". Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1399566841.

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43

Haddow, Anne. "The forgotten people : the transition from school to post-school provision for young adults with profound physical and intellectual disabilities". Thesis, University of Strathclyde, 2004. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=23792.

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Abstract (sommario):

Using a transactional model of disability as a tool of research, this study explores the transition period from school to post-school provision for young adults with profound physical and intellectual disabilities and their family carers from their perspective. The views of the young people themselves are indirectly obtained through their family carers as the young people have severe communication impairments. The study adopts a case study approach and uses an emergent design. Data is gathered by interviewing the family carers individually in order to investigate their experiences of the Future Needs Assessment process, the transition period and the provision of post-school placements. This data is then used to devise an interview guide for a focus group discussion, consisting of the family carers and professionals involved with the transition stage, to explore ways of overcoming the difficulties encountered by the young people and their families. Finally, as the data suggested that there is little or no post-school placements and services for this group of young people, the study used the nominal group technique to suggest criteria for good quality provision and services. To set the study in context, national and local documents, concerned with learning disabilities and the transition period, are analysed. In addition, the underlying assumptions of both the family carers and the professionals involved in the study about the nature of impairment and disability are explored. The study concludes that services are failing to meet the needs of these young adults and that they are being socially excluded from society, despite the philosophy of social inclusion espoused in recent legislation. It maintains that if change is to occur society needs to have a better understanding of people with profound physical and intellectual disabilities and the positive contribution they bring to society.

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44

Kapp, Kristen L. "TEACHING A PICTURE EXCHANGE COMMUNICATION SYSTEM TO YOUNG ADULTS WITH MODERATE TO SEVERE DISABILITIES USING THE PECS PHASE III APPLICATION". UKnowledge, 2017. https://uknowledge.uky.edu/edsrc_etds/54.

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The purpose of the study was to evaluate the effectiveness of teaching a picture communication system to students with moderate to severe disabilities using the PECS Phase III application. A multiple probe across participants design was used to conduct the study and evaluate the effectiveness of the training on the PECS Phase III application. The results of the study demonstrated that teaching a picture communication system on an augmentative and alternative communication device is effective in the school setting with young adults with moderate and severe disabilities.

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45

Drangelid, Elin, e Josefin Norberg. ""Så länge du har en LSS insats så lever du efter ett regelverk. Hur ska du då kunna bli integrerad i samhället?" : En kvalitativ studie om hur chefer och medarbetare uppfattar att omsorgen för unga vuxna med lindrig intellektuell funktionsnedsättning fungerar". Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-19495.

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Syftet var att undersöka hur chefer och medarbetare upplever att stödet är anpassat för att hjälpa unga vuxna med lindrig intellektuell funktionsnedsättning, samt om det behöver förbättras för framtiden. Det genomfördes med kvalitativ ansats där två chefer och två omsorgsassistenter intervjuades med stöd av en intervjuguide. Intervjuguiden täckte de fyra teman normalisering, identitet, utanförskap och socialt tillhörighet. Resultatet analyserades via en induktiv tematiserings metod och via teorierna KASAM och empowerment. Det mest framträdande resultatet var att informanterna är ense om att stödet har brister och inte är anpassat till den valda målgruppen, speciellt när det kommer till självbestämmande, familjebildning och arbetsmarknaden.
The purpose of this study was to examine how managers and employees experience the care for young adults with mild intellectual disabilities and if something needs to be done to make the support more adjusted to the these individuals. This was conducted with a qualitative study where two managers and two employees, who meets the target group of the study thought their profession, was interviewed. The interview guide covered the four main themes; normalization, individuality, alienation and social belonging. The results were analyzed through an inductive thematic analysis method through the theories SOC and empowerment. The most striking result was that the informants all agree that the support they have to offer isn’t adapted for the target group, especially when it comes to self-determination, building a family and labor market.

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46

Stevenson, Miriam. "Voices for change : exploring aspects of social citizenship alongside young adults who have down syndrome". Thesis, Faculty of Education and Social Work, 2011. http://hdl.handle.net/2123/13153.

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47

Strater, Kate. "Post high school transition to work| an examination of self-determination in young adults with intellectual disabilities participating in project search". Thesis, Northern Kentucky University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10157874.

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Challenges encountered by young adults with intellectual disabilities (ID) during the transition from high school to employment have great potential to limit an individual’s opportunity and/or capacity for self-determination regarding employment. This mixed-method study is focused on defining the characteristics of self-determined people and examining the challenges to self-determination experienced by a group of nine Project SEARCH interns with ID. Through field observations as well as initial and final interviews, photographs, goal-reporting, and administration of the AIR Self-Determination Scale, the challenges discovered among the Project SEARCH interns included those related to communication; social interaction and awareness; work skill development; emotional control; disposition, positive attitude, and work ethic; and seeing oneself outside of the current work experience. It further examined how intern experiences, interactions, and individualized supports available during the Project SEARCH year contributed to an intern’s positive growth and change in the self-determination characteristics directly related to his/her identified challenges.

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48

Harry, Melissa Lindley. "The Effectiveness of Participant-Directed Home and Community-Based Services for Young Adults with Long-Term Care Disabilities: Analysis of a Randomized Control Trial". Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:105065.

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Thesis advisor: Kevin J. Mahoney
Thesis advisor: Ce Shen
For young adults with disabilities, who face barriers in achieving markers of adulthood, a service gap has been identified during the transition to adulthood. Preliminary qualitative evidence suggests that participant-directed home and community-based services (PD-HCBS), which can be easily modified to meet an individual’s needs, might aid these young adults as they transition into adulthood and provide an option to fill the service gap. However, research was needed to determine if young adults are significantly affected by having the option to develop an individualized spending plan and manage their own budget. In this study, secondary data analysis was employed in evaluating the effectiveness of the Cash and Counseling budget authority model of PD-HCBS for young adults aged 18 to 35 with long-term care disabilities and eligible for Medicaid who were enrolled in the Cash and Counseling Demonstration and Evaluation randomized control trial (n = 831). Using a theoretical framework based on the developmental life stage of young adulthood, theories of self-determination and consumer direction, and past research on PD-HCBS, I examined young adults’ outcomes on community involvement, satisfaction ratings, unmet needs for assistance, and health status compared to peers through self-reports or through proxy respondents. Multivariate logistic regression results showed that Cash and Counseling significantly increased the likelihood of young adults attending school or college at a preferred level, being very satisfied with when care was received, care arrangement, transportation, help around the house and community, personal care, and getting along with paid attendants, and having fewer unmet needs with health care at home and with transportation than controls receiving agency-based care. Bivariate logistic regression models also showed Cash and Counseling members were significantly more likely to attend activities at a preferred level, be very satisfied with life, and have lower likelihoods of unmet personal care needs. These findings support the effectiveness of the Cash and Counseling model with young adults with disabilities and as an option to help fill the service gap for this population. Future research and intervention could address how other influential factors identified affect outcomes and test PD-HCBS during different aspects of the transition to adulthood
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Graduate School of Social Work
Discipline: Social Work

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Loreta, Alicia Marie. "Effects of a Home vs. Community-Based Exercise Program on Physical Fitness for Adolescents and Young Adults with Intellectual Disabilities and Autism". Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1480604957509307.

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50

Pyer, Michelle. "The difference that difference makes : leisure, space and teenage wheelchair users". Thesis, University of Northampton, 2009. http://nectar.northampton.ac.uk/3576/.

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Despite the burgeoning social scientific research regarding children and young people, there has been a paucity of research regarding the everyday issues and experiences of 'disabled' teenagers. This thesis presents an understanding of the encounters and experiences of teenage wheelchair users in a range of public and private leisure spaces. The thesis contributes to expanding debates surrounding the significance of difference in developing understandings of the lives of particular 'groups' of (young) people. It challenges the notion of 'wheelchair user' as a universal grouping, exploring the difference and diversity of their leisure experiences in relation to the home, transport, indoor and outdoor public leisure spaces. The study utilises a multi-method approach, tailored wherever possible to the needs of individual participants. The methods used include survey-based interviews, a photography exercise and participant-led tours. Significant emphasis is placed on the contributions of the young people themselves, as experts in their lives. The thesis presents the diversity of experiences that teenage wheelchair users encounter in those spaces used for, and designated as, leisure. Discussions centre on their enjoyment(s), disappointment(s) and the insights that they can give to the development of the everyday spaces that they frequent. A number of theoretical contributions are put forward in relation to the teenagers' use of spaces in accessing leisure, and which have wider ramifications for debates relating to geography, childhood and 'disability'. Throughout, the notion of disadvantage in the lives of the teenagers is discussed, alongside the significance of the (socially-constructed) labels 'childhood', 'disability' and 'wheelchair user'. These 'layers of disadvantage' are explained as they manifest in and through the spaces that the teenagers frequent in relation to leisure. The notion of 'deceptive access' is drawn out to explore spaces which are seemingly adapted and accessible for the generic wheelchair user, however where access is not afforded in relation to the diverse needs of the young wheelchair user. Throughout, the theme of emotion in relation to leisure is developed, situating the experiences of this group of young people in their 'present time worlds' (Sanders and Munford, 2008, p. 331), and highlighting the importance of the everyday in understanding the leisure of young people. Ultimately the significance of leisure in the here and now, rather than merely for the future good is maintained.

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Tesi sul tema "Young adults with disabilities"

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