Date Presented 03/21/24
Transition to adulthood is a significant time for young adults with intellectual and developmental disabilities (IDD). Results of an environmental scan identify the research priorities perceived as important for key stakeholders in transitional services and supports.
Primary Author and Speaker: Elizabeth Pfeiffer
Contributing Authors: Eva Weiss, Luke D. Tomczuk, Laura Slugg
PURPOSE: Transition to adulthood is a significant and challenging time for young adults with intellectual and developmental disabilities (IDD). This time is often marked by a significant shift in the type and amount of services and supports received. There is a dearth of research that identifies the most important transitional services and supports for this population, and even less that reflect research priorities perceived as important for key stakeholders.
DESIGN: We conducted an environmental scan to identify research priorities of key stakeholders (i.e., transitional age youth and young adults (TAY) 16-25 years of age with IDD, caregivers and service providers) that address the use of peer support strategies and interventions in transitional research for individuals with IDD.
METHOD: A team of researchers completed an environmental scan through a triangulation of data from NGT focus groups (n=5 groups with 28 stakeholders), qualitative interviews (n=19), and a rapid scoping review of the literature using PRISM guidelines. Five focus groups were completed with a total of 28 stakeholder participants using a Nominal Group Technique protocol. Qualitative interviews were completed with TAY, parents and service providers (n=19). A crosswalk was completed of the data from these three sources to identify top priorities across stakeholder groups.
RESULTS: There were a total of four stakeholder driver research priorities that emerged out of the crosswalk. These priorities were represented across at least two out of the three data sources. Priorities for transitional services and supports were identified as: 1) independent living skills; 2) self-determination and person-centered planning; 3) post-secondary training/education; and 4) efficacy of peer support.
CONCLUSION: Results of the environment scan can serve as a roadmap for OT interventions and service delivery methods when prioritizing interventions for transitional age youth with IDD.
References
Henninger, N.A. & Taylor, J.L. (2014). Family perspectives on a successful transition to adulthood for individuals with disabilities. Intellectual and Developmental Disabilities, 52(2):98–111. https://doi.org/10.1352/1934-9556-52.2.98
Trainor, A.A. & Morningstar, M.E., Murray A. (2016). Characteristics of transition planning and services for students with high-incidence disabilities. Learning Disability Quarterly, 39(2):113–124. https://doi.org/10.1177/0731948715607348
Schwartz, A.E., Kramer, J.M., Rogers, E.S., McDonald, K.E., & Cohn, E.S. (2020). Stakeholder-driven approach to developing a peer-mentoring intervention for young adults with intellectual/developmental disabilities and co-occurring mental health conditions. Journal of Applied Research in Intellectual Disabilities: JARID, 33(5), 992–1004. https://doi.org/10.1111/jar.12721
