Enhancing the participation and independence of students with severe physical and multiple disabilities in performing community activities.
The effectiveness of a multi-element approach derived from factors to increase self-determination of middle- and high-school-age students with physical and multiple disabilities was examined. The approach includes equipment and performance adaptations, brief in-school simulation training, and instruction and support for parents and home assistance providers. The intervention was instituted with 3 students; a multiple baseline design was used. Student participation and independence dramatically increased after the intervention. Results suggest that this approach may be one solution to providing students with both inclusive education and community skill and activity instruction. The impact of the intervention on student self-determination was discussed.
Sowers
J A
JA
Institute on Disability/UAP, University of New Hampshire, Concord Center 03301-5019, USA.
Powers
L
L
D000203:Activities of Daily Living / Q000523:psychology*; D000293:Adolescent; D000328:Adult; D003131:Combined Modality Therapy; D006233:Persons with Disabilities / Q000523:psychology*; D004495:Education of Persons with Intellectual Disabilities; D005260:Female; D006699:Home Care Services; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology / Q000534:rehabilitation*; D008297:Male; D009788:Occupational Therapy; D012147:Restaurants; D012931:Social Environment; D012944:Social Support