Evaluating the Social Validity of Project TEAM: A Problem-Solving Intervention to Teach Transition Age Youth with Developmental Disabilities to Resolve Environmental Barriers |
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| Authors: | Jessica M Kramer I-Ting Hwang Christine A Helfrich Preethy S Samuel Ann Carrellas and the YELL Lab Project TEAM Youth Research Collaborators |
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| Institution: | 1. Department of Occupational Therapy, Boston University, Boston, MA, USA;2. Bristol Community College, New Bedford, MA, USA;3. Department of Health Care Sciences, Eugene Applebaum College of Pharmacy and Health Sciences, Wayne State University, Detroit, MI, USA;4. Developmental Disabilities Institute, Wayne State University, Detroit, MI, USA |
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| Abstract: | Project TEAM teaches transition-age youth with developmental disabilities (DD) to identify physical and social environmental barriers and supports, generate solutions to barriers, and request modifications to increase participation. Establishing the social validity of this environment focused intervention with youth and their parents is critical, given the significant shift the intervention represents from rehabilitation’s more traditional focus on body structures and function. University researchers and youth research collaborators conducted a participatory evaluation of the purpose, procedures, and perceived benefits of Project TEAM. Youth with DD (n = 42) provided feedback using three methods: activity voting, a survey, and a focus group. Parents (n = 37) also provided feedback. Results suggest that both youth and parents find Project TEAM acceptable and relevant to youth’s current and future lives. The majority of youth and parents felt Project TEAM fostered independence and empowerment, although some youth and parents reported challenges with the unique environment-focused approach. |
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| Keywords: | Adolescent children with disabilities community-based participatory research environment evaluation studies rehabilitation research social participation social validity |
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