Feasibility of electronic peer mentoring for transition‐age youth and young adults with intellectual and developmental disabilities: Project Teens making Environment and Activity Modifications

Kramer, Jessica; Ryan, Cathryn; Moore, Rachel M.; Schwartz, Alan M.

doi:10.1111/jar.12346

Cited by 27 publications

(30 citation statements)

References 40 publications

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“…15 Mentors helped participants review their participation goal and apply the 'Game Plan' to their everyday lives. 15 Mentors helped participants review their participation goal and apply the 'Game Plan' to their everyday lives.…”

Section: Electronic Peer Mentoringmentioning

confidence: 99%

“…Over 12 weeks, participants received eight mentoring calls from a former Project TEAM participant or an experienced self-advocate. 15 Mentors helped participants review their participation goal and apply the 'Game Plan' to their everyday lives. Participants attended 87% of calls, and peer mentors had good fidelity to mentoring protocols (mean=87% adherence).…”

Section: Electronic Peer Mentoringmentioning

confidence: 99%

“…Participants attended 87% of calls, and peer mentors had good fidelity to mentoring protocols (mean=87% adherence). 15…”

Section: Electronic Peer Mentoringmentioning

confidence: 99%

“…[1][2][3] However, thus far, these interventions have primarily targeted young people with physical disabilities and/or school-aged children. To ensure success in adulthood, transition-age young people (ages [14][15][16][17][18][19][20][21][22] with developmental disabilities, including those with co-occuring intellectual disabilities and other impairments, need to be prepared to identify and resolve environmental barriers to participation. Young people assign a high level of importance to environmental modifications and accommodations.…”

mentioning

confidence: 99%

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Initial evaluation of the effects of an environmental‐focused problem‐solving intervention for transition‐age young people with developmental disabilities: Project TEAM

Kramer

Helfrich

Levin

et al. 2018

Develop Med Child Neuro

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Individualized goal-setting, alone or during Project TEAM (Teens making Environment and Activity Modifications) appears to support attainment of participation goals. Project TEAM appears to support young people with developmental disabilities to apply an environmental problem-solving approach to participation barriers. Parents of young people with developmental disabilities report sustained changes in self-determination 6 weeks after Project TEAM.

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Section: Electronic Peer Mentoringmentioning

confidence: 99%

Section: Electronic Peer Mentoringmentioning

confidence: 99%

“…Participants attended 87% of calls, and peer mentors had good fidelity to mentoring protocols (mean=87% adherence). 15…”

Section: Electronic Peer Mentoringmentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Initial evaluation of the effects of an environmental‐focused problem‐solving intervention for transition‐age young people with developmental disabilities: Project TEAM

Kramer

Helfrich

Levin

et al. 2018

Develop Med Child Neuro

View full text Add to dashboard Cite

show abstract

“…Each module is text‐based and ends with quiz questions; 80% of which must be answered correctly. Brendan had previous exposure to research ethics and the CITI Program from his work on the inclusive research study with Ariel and her colleagues (Kramer & Schwartz, ) and as a peer mentor in a research study three years ago (Kramer, Ryan, Moore, & Schwartz, ). Therefore, he was eligible to complete a “refresher” CITI course, rather than retaking the full program.…”

Section: How We Worked Togethermentioning

confidence: 99%

“Team is everything”: Reflections on trust, logistics and methodological choices in collaborative interviewing

Schwartz

Durkin

2020

Brit J Learn Disabil

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Accessible Summary• People with disabilities often do research. Sometimes, they work together with people with academic training. Sometimes, working together can be challenging.• A researcher with academic training and a co-researcher with a disability worked together to do interviews.• This paper is about how we worked together. We talk about how the co-researcher with a disability got hired, did ethics training and dealt with transportation and his schedule. We also talk about how we worked together to make sure it was easy for him to do the interviews.• This paper might help other research teams figure out how to do interviews together. AbstractBackground: People with disabilities are increasingly involved in research. Our understanding of how to support co-researchers with disabilities has grown since the 1990s. However, research teams have reported challenges in ensuring authentic collaboration. We report on the collaboration between an academic researcher and a co-researcher with a disability to conduct interviews with other co-researchers about their experiences in inclusive research. Methods:The academic researcher took fieldnotes throughout the research. Together, she and the co-researcher audio-recorded "debriefs" after each interview. The academic researcher reviewed all fieldnotes and transcribed "debriefs." Together, the academic researcher and co-researcher listened to and reflected on the audio-recorded debriefs. Results:In this reflective manuscript, we discuss the hiring process, ethics training, logistical challenges and tools we developed to support the co-researcher in his role.We also discuss challenges, including the academic researcher's difficulty eliciting critical feedback from the co-researcher. This manuscript includes both the voice of the academic researcher and the co-researcher. Conclusion:Our research process was supported by our prior relationship, accessible processes, and time for training and reflective practice. We call attention to the importance of establishing trust and methods to elicit critical feedback from co-researchers. We also discuss logistical challenges and the impact of methodological choices on research collaborations. K E Y W O R D S collaborative practice, empowerment issues, intellectual disability, learning (intellectual disabilities), research 116 |

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Peer Support for Young People with Chronic Conditions

Kirk

Milnes

2021

Self-Management of Young People With Chronic Conditions

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Feasibility of electronic peer mentoring for transition‐age youth and young adults with intellectual and developmental disabilities: Project Teens making Environment and Activity Modifications

Abstract: Transition-age mentees with I/DD can engage in electronic peer mentoring to further practice problem-solving skills. Mentors with I/DD can implement electronic peer mentoring when trained personnel provide supports and individualized job accommodations.

Cited by 27 publications

References 40 publications

Initial evaluation of the effects of an environmental‐focused problem‐solving intervention for transition‐age young people with developmental disabilities: Project TEAM

Initial evaluation of the effects of an environmental‐focused problem‐solving intervention for transition‐age young people with developmental disabilities: Project TEAM

“Team is everything”: Reflections on trust, logistics and methodological choices in collaborative interviewing

Peer Support for Young People with Chronic Conditions

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