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Descriptors:
Living Standards; Independent Living; Nutrition Instruction; Focus Groups; Food; Eating Habits; Qualitative Research; Interviews; Student Attitudes; Parent Child Relationship; Role; Purchasing

Abstract:
Findings from transition studies as well as studies of student food show that the transition from living at home to independent living influences student food consumption and that food consumption might be problematic during this period. Furthermore, both students' enactment of being in transition and the food habits and practices they bring with them from home may differ profoundly. Drawing on qualitative interviews and focus groups with 55 students, the paper explores student food consumption during this transition. Whereas some students come across as novices, virtually starting from scratch, several others are well-versed in the domain of cooking. Furthermore, in the present study, the students are not starting out their cooking careers in a vacuum, but entangled in their parental food practices. The students, who experience the least problems in regard to "habitualisation" of "proper" food consumption are those, who are experienced cooks from home. Nonetheless, the students do not automatically extend the practices and habits, with which they were brought up, unchanged, but instead, actively develop new habits, often with a clear feeling of being in transit. Transition is thus not an objective fact, but instead the individual student's enactment and perception of his/her life and changes herein make formation of habits and practices meaningful. However, the extent to which students successfully take on the role as self-catering depends on both the student's competencies and skills acquired prior to independent living, living situation and, most importantly, the student's ability to habitualise grocery shopping and cooking. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Young Adults; College Students; Goal Orientation; Attitudes; Experience; Independent Living; Interviews

Abstract:
Young adults in modern society are pursuing a range of pathways into independence, pathways that often include returning home. Research around returning home often relies on survey data that was collected in the 1980s and 1990s. This data has contributed to the often negative perception of "returning" that has dominated our understanding. This article instead draws on recent qualitative interviews with 22- to 30-year-olds in Melbourne to explore their diverse experiences of returning to the parental home. Positioning these experiences within the wider context of literature on patterns of returning home reveals that our negative perceptions of this process may need to be reconsidered. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Program Effectiveness; Employment; Independent Living; Moderate Mental Retardation; Severe Mental Retardation; Adolescents; High School Students; Outcomes of Education; Secondary School Curriculum; Daily Living Skills; Academic Education; Student Characteristics; Employment Level; Place of Residence

Abstract:
Background: A conversation currently exists regarding secondary curriculum (e.g. academics, functional) for students with moderate/severe intellectual disability (ID) without a large research base connecting curriculum to outcomes. Method: This study represented a secondary analysis of the National Longitudinal Transition Study-2 (NLTS2) data to understand in-school curriculum and educational programming for secondary students with moderate/severe ID as well as the relationship between curriculum and students' post-school outcomes. Statistical procedures such as frequency distributions, a significance test and logistic regression were utilised to analyse secondary data from the NLTS2. Results: The results suggest the majority of students with moderate/severe ID received a functional curriculum as well as instruction in core content areas; however, their instruction primarily occurred in pull-out educational settings. The students also reported low rates for the post-school outcomes examined (i.e. independent living, employment and post-secondary attendance). Finally, curriculum (functional vs. academics) was not related to any post-school outcome examined (e.g. independent living, employment). Conclusions: The data suggest additional research is needed to understand what factors impact post-school outcomes for students with moderate/severe ID. Yet--and regardless of the lack of impact--additional work is needed to help students achieve better post-school outcomes, including further examination of curriculum and instructional environments. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Health Services; Caring; Independent Living; Ethics; Grounded Theory; Death; Mental Retardation; Focus Groups; Older Adults; Interviews; Knowledge Level; Foreign Countries; Caregivers; Quality of Life; Altruism

Abstract:
Background: The aim of this study was to explore the current status of end-of-life care and dying of people with intellectual disability based on the experiences of staff in community living services. Materials and Methods: Focus groups and individual interviews were conducted, guided by grounded theory methodology. Results: The current status of end-of-life care and dying comprised five key "issues": knowledge of dying, ethical values, the where of caring, the how of caring and post-death caring. These issues occurred in relationship with "partners", including the dying person, other clients, fellow staff, family, external health services and the coroner. Conclusions: End-of-life care represents a complex interaction between the care issues and the partners involved in care. Despite this complexity, staff were committed to the provision of end-of-life care. (Contains 1 note, 1 table, and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Depression (Psychology); Asperger Syndrome; Adults; Interviews; Coping; Equal Opportunities (Jobs); Social Support Groups; Anxiety; Interpersonal Communication; Communication Problems; Independent Living; Foreign Countries; Semi Structured Interviews

Abstract:
The experiences of individuals in middle adulthood with Asperger syndrome have been the subject of little previous research, especially in terms of their experience of support services. In the present research, 11 adults with Asperger syndrome were interviewed. Interpretative phenomenological analysis (IPA) was used to interpret the interviews. Four themes emerged from the analysis: living with Asperger syndrome; employment issues; experiences with mainstream support; and future steps towards supporting adults with Asperger syndrome. The findings highlighted the anxiety, depression, and communication difficulties that people with Asperger syndrome may experience. Much of the available support is perceived as unsuitable for individuals with Asperger syndrome. All participants wanted to remain as independent as possible, and believed an individualized approach to support would be greatly beneficial. Recommendations are made for future practice to help support adults with Asperger syndrome. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Females; Children; Adolescents; Program Evaluation; Intervention; Mental Health; Mental Disorders; Risk; Pregnancy; Sexually Transmitted Diseases; Gender Differences; Young Adults; Program Effectiveness; Academic Achievement; Delinquency; Substance Abuse; Behavior Problems; Interpersonal Competence; Health Education; Independent Living

Abstract:
Girls face unique developmental challenges in childhood and adolescence. Compared to boys, girls tend to report more mental health problems, and they are susceptible to reproductive health risks, such as unwanted pregnancy and sexually transmitted disease. While a number of evidence-based programs have been found to be effective at reducing risk factors for children and adolescents, many programs have differential impacts for girls and boys. Understanding "what works" for girls is critical to improving outcomes youth. This brief and its companion brief, focused on boys, examine programs and strategies that work, as well as those that don't for each gender. This research brief synthesizes findings from 106 random assignment intent-to-treat evaluations of social interventions that targeted female children, adolescents, and young adults, or co-ed interventions that provide separate data about impacts for the female subgroup. Interventions were excluded from the review if they did not include at least 100 girls in the evaluation sample. Overall, 51 of the 106 programs had a positive impact for girls on at least one of the outcomes reviewed, 27 had mixed findings, and 28 did not have a positive impact on any of the outcomes studied. While several themes emerged within each outcome area, there was no approach that worked across all outcome areas. (Contains 48 footnotes.) [Additional funding for this paper was provided by the Alexander and Margaret Stewart Trust Foundation. For related report, "What Works for Male Children and Adolescents: Lessons from Experimental Evaluations of Programs and Interventions. Fact Sheet. Publication #2012-22," see ED535391.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Independent Living; Child Welfare; Program Effectiveness; Counties; Welfare Services; Case Studies; Federal Legislation; Partnerships in Education; Well Being

Abstract:
This is the first brief in a series, "Building a Post-Care Service System in Child Welfare: Lessons Learned from the Frontlines of Implementation Science in Catawba County." This brief sets the stage for a three-part series on the Catawba County Child Wellbeing Project by describing the Project's origins and historical context. Topics include: 1) the purpose of building a post-care service system; 2) the needs of post-care children and families; and 3) the guiding theory of change for the development, implementation, and evaluation of the Project. Additionally, the brief discusses the roles of various organizations involved with the Project--The Duke Endowment, the Catawba County (North Carolina) Department of Social Services (usually called Catawba County Social Services), the National Implementation Research Network and Independent Living Resources, Inc. [For related briefs, see "Building the Child Wellbeing Project: Practitioners' Perspectives on the Role of Implementation Science in Strengthening Post-Care Child Welfare Services. Research-to-Results Brief. Publication #2012-18" (ED534867) and "Using Implementation Science to Support and Align Practice and System Change: A Case Study of the Catawba County Child Wellbeing Project. Research-to-Results Brief. Publication #2012-17" (ED534865).] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adults; Mental Retardation; Developmental Disabilities; Selection; Correlation; Independent Living; Institutionalized Persons; Residential Institutions; Severity (of Disability)

Abstract:
This article examines everyday choices made by 8,892 adults with intellectual and developmental disabilities (IDD) and support-related choices made by 6,179 adults with IDD receiving services from 19 state developmental disabilities program agencies that participated in the 2008-2009 National Core Indicators Project. Controlling for physical and sensory impairment, age, behavioral support, communication, and state, people in residential settings with 16 or more people had less everyday choice than those in other living arrangements. People with mild and moderate IDD had more control over everyday choices when living in their own homes, whereas people with severe and profound IDD had more control when living in agency homes of 3 or fewer residents. For people of all levels of IDD, institutional settings of 16 or more residents offered the lowest levels of everyday choice. Controlling for the same covariates, individuals with all levels of IDD living in their own homes had significantly more support-related choices than those in any other residential arrangement. Controlling for individual and residential setting characteristics, the state in which sample members lived was notably predictive of support-related choice. Overall, the tested variables accounted for 44% of the variability in everyday choice and 31% in support-related choice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Deaf Blind; Video Technology; Telecommunications; Assistive Technology; Sign Language; Interpersonal Communication; Students; Adolescents; Young Adults; Motivation; Peer Relationship; Independent Living; Program Effectiveness

Abstract:
Introduction: Seeing the Possibilities with Videophone Technology began as research project funded by the National Center for Technology Innovation. The project implemented a face-to-face social networking program for students with deaf-blindness to investigate the potential for increasing access and communication using videophone technology. Methods: Ten students with deaf-blindness aged 16 to 20 in four southeastern states were recruited through the network of Deaf-Blind Project offices throughout the United States. Criteria for selection to participate in the study were that the participants needed to have enough functional visual acuity to access a 22-inch videophone monitor and use manual sign language as a mode of communication. After a videophone was installed in each participant's home and school, data were collected over six months, using three primary methods of collection. The data were analyzed through a qualitative design method. Results: The primary outcomes were increased accessibility for interpersonal communication among the students with deaf-blindness, seen notably in subscales of the Intrinsic Motivation Inventory (IMI) and through the development of themes involving the cultivation and maintenance of friendships with peers through interaction using videophone technology. Discussion: With the role of interactive technologies in our ever-increasing digital landscapes, timing is ripe for research that aids the advancement of accessibility to information and social interaction, particularly among populations that have historically been marginalized in traditional educational systems. Implications for practitioners: Dissemination of the results of the project through the National Consortium on Deaf-Blindness and the American Association of the Deaf-Blind will encourage practitioners in the field to replicate the project's activities with videophone technology to benefit youths who are deaf-blind. (Contains 2 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Learning; Adult Students; Andragogy; Best Practices; Mental Retardation; Young Adults; Adolescents; Developmental Disabilities; Independent Living; Self Determination; Lifelong Learning; Cognitive Style; Attention Span; Retention (Psychology); Memory; Task Analysis; Career Development

Abstract:
Teens and young adults with Intellectual Disabilities (ID) meet the criteria of teen and adult learners chronologically, but may be deficient in many other areas of teen and adult learning. The spectrum of intellectual and adaptive capabilities among teens and adults with ID is vast, with each individual being unique. There are specific teaching and learning approaches that have been proven to be effective when working with teens and adults with ID. The purpose of this paper is to provide a very basic and general understanding of the topic and to suggest specific "best practices." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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