Chapter 2 The Transition to Adulthood for Individuals with Intellectual Disability

Floyd, Frank J.; Costigan, Catherine L.; Piazza, Vivian

doi:10.1016/s0074-7750(09)37002-0

Cited by 13 publications

(14 citation statements)

References 16 publications

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“…; Floyd et al . ). In the current study, we had a number of measures of level of ability or impairment at the Time 2 measurement.…”

Section: Methodsmentioning

confidence: 97%

“…; Floyd et al . ; Glidden ). Critical to this consensus has been the large number of studies from a variety of countries that have all arrived at similar conclusions (Hastings & Taunt ; Jokinen & Brown ; Glidden & Schoolcraft ).…”

mentioning

confidence: 99%

“…For example, Floyd et al . () summarised results from a 15‐year longitudinal study of families with young adults with either mild or moderate intellectual disability (ID). The level of disability predicted some, but by no means all, the variables of interest: No differences between IDD groups were found for parent contact and involvement or the level of participation in family activities.…”

mentioning

confidence: 99%

“…Moreover, although some research has identified antecedent variables that predict multiple outcome variables, it is also likely that the best combination of predictors is quite different for different outcomes, implying an even greater complexity. For example, Floyd et al (2009) summarised results from a 15-year longitudinal study of families with young adults with either mild or moderate intellectual disability (ID). The level of disability predicted some, but by no means all, the variables of interest: No differences between IDD groups were found for parent contact and involvement or the level of participation in family activities.…”

mentioning

confidence: 99%

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Predicting well‐being longitudinally for mothers rearing offspring with intellectual and developmental disabilities

Grein

Glidden

2014

J intellect Disabil Res

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Background Well-being outcomes for parents of children with intellectual and developmental disabilities (IDD) may vary from positive to negative at different times and for different measures of well-being. Predicting and explaining this variability has been a major focus of family research for reasons that have both theoretical and applied implications. Methods The current study used data from a 23-year longitudinal investigation of adoptive and birth parents of children with IDD to determine which early child, mother, and family characteristics would predict the variance in maternal outcomes 20 years after their original measurement. Using hierarchical regression analyses, we tested the predictive power of variables measured when children were 7 years old on outcomes of maternal well-being when children were 26 years old. Outcome variables included maternal self-report measures of depression and well–being. Results Final models of well-being accounted for 20% to 34% of variance. For most outcomes, Family Accord and/or the personality variable of Neuroticism (emotional stability/instability) were significant predictors, but some variables demonstrated a different pattern. Conclusions These findings confirm that 1) Characteristics of the child, mother, and family during childhood can predict outcomes of maternal well-being 20 years later; and 2) Different predictor-outcome relationships can vary substantially, highlighting the importance of using multiple measures to gain a more comprehensive understanding of maternal well-being. These results have implications for refining prognoses for parents and for tailoring service delivery to individual child, parent, and family characteristics.

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“…; Floyd et al . ). In the current study, we had a number of measures of level of ability or impairment at the Time 2 measurement.…”

Section: Methodsmentioning

confidence: 97%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Predicting well‐being longitudinally for mothers rearing offspring with intellectual and developmental disabilities

Grein

Glidden

2014

J intellect Disabil Res

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“…These interventions also bear some resemblance to desensitization therapy. There is a growing body of literature discussing supports for persons with Autism Spectrum Disorders entering universities (Dolyniuk et al 2002;Glennon 2001;Shields et al 2008) as well as other transition supports for adulthood (Floyd et al 2009;King et al 2005). Helping individuals to prepare for major life transitions to avoid predictable crises has been advocated by prominent researchers in the field (Aman et al 2004;Levitas and Gilson 2001;Rush and Frances 2000).…”

Section: Discussionmentioning

confidence: 99%

A Review of Behavioral Strategies and Support Considerations for Assisting Persons with Difficulties Transitioning from Activity to Activity

Sevin¹,

Rieske

Matson

2015

Rev J Autism Dev Disord

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Repetitive and restricted behaviors and interests are a major feature of Autism Spectrum Disorder (ASD). Insistence on sameness, rigid adherence to rituals and routines and resistance to change, and related symptoms can have a highly disruptive impact on an individual's ability to transition from one task to the next and progress through the different steps within a task. Difficulties with transitions can represent a major barrier in treatment and care, impede learning, and contribute to significant distress in individuals with an ASD. A number of behavioral approaches to facilitating transitions in persons with an ASD have been investigated. The current paper reviews the available research on strategies to support individuals in transitions between daily activities and tasks. Current trends and future directions are discussed.

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Transition from High School to Adulthood for Adolescents and Young Adults with Autism Spectrum Disorders

Schall

Wehman

Carr

2014

Adolescents and Adults With Autism Spectrum Disorders

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Chapter 2 The Transition to Adulthood for Individuals with Intellectual Disability

Cited by 13 publications

References 16 publications

Predicting well‐being longitudinally for mothers rearing offspring with intellectual and developmental disabilities

Predicting well‐being longitudinally for mothers rearing offspring with intellectual and developmental disabilities

A Review of Behavioral Strategies and Support Considerations for Assisting Persons with Difficulties Transitioning from Activity to Activity

Transition from High School to Adulthood for Adolescents and Young Adults with Autism Spectrum Disorders

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