Young adults with intellectual disabilities participating in employment-related activities using the pathways and resources for engagement and participation intervention: A case study

IF 1.2 4区医学 Q3 EDUCATION, SPECIAL British Journal of Learning Disabilities Pub Date : 2024-01-31 DOI:10.1111/bld.12580

Harry James Kinneil Cowan, Loretta Sheppard, Rosamund Harrington

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Abstract

Background

Participation-focused interventions are gaining momentum. The Pathways and Resources for Engagement and Participation (PREP) is one such intervention, and it was investigated in this study for its effectiveness in supporting participation in employment-related activities for young adults with intellectual disabilities in Australia.

Methods

The application of the PREP approach was adapted to accommodate COVID-19 restrictions. Data were gathered from multiple sources in a triangulating manner following a case study design. Measures of performance, satisfaction, and a third measure of involvement were collected using the Canadian Occupational Performance Measure (COPM) in a multiple baseline format. The work questionnaire from the Assessment of Life Habits (Life-H) was administered at three time points, and qualitative data were collected post-intervention via a separate semi-structured interview with four young adults with intellectual disabilities and the two occupational therapist facilitators.

Findings

Performance, satisfaction and involvement scores had increased for 75% or more of employment-related goals at follow-up, although these changes were not statistically significant. Visual analysis indicated improved Life-H accomplishment scores post-intervention, but satisfaction with employment scores did not change. PREP was positively perceived, but the young adults reported needing more support from their participation teams.

Conclusions

The PREP intervention shifts the focus from a skills-based approach to a participation approach to practice and empowers young adults with intellectual disabilities to have greater independence over employment goals and related activities. COVID-19 restrictions limited the application of the PREP approach, but the experience was still valued by the participants, although additional training and support for them and the PREP participation team working with them may have further enhanced their experience and participation outcomes.

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智障青壮年利用 "参与和参与干预途径与资源 "参与就业相关活动：案例研究

以参与为重点的干预措施正在获得越来越多的支持。本研究调查了 "参与和参与途径与资源"（PREP）在支持澳大利亚智障青少年参与就业相关活动方面的有效性。

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来源期刊

British Journal of Learning Disabilities EDUCATION, SPECIAL-

CiteScore

2.30

自引率

20.00%

发文量

期刊介绍： The British Journal of Learning Disabilities is an interdisciplinary international peer-reviewed journal which aims to be the leading journal in the learning disability field. It is the official Journal of the British Institute of Learning Disabilities. It encompasses contemporary debate/s and developments in research, policy and practice that are relevant to the field of learning disabilities. It publishes original refereed papers, regular special issues giving comprehensive coverage to specific subject areas, and especially commissioned keynote reviews on major topics. In addition, there are reviews of books and training materials, and a letters section. The focus of the journal is on practical issues, with current debates and research reports. Topics covered could include, but not be limited to: Current trends in residential and day-care service Inclusion, rehabilitation and quality of life Education and training Historical and inclusive pieces [particularly welcomed are those co-written with people with learning disabilities] Therapies Mental health issues Employment and occupation Recreation and leisure; Ethical issues, advocacy and rights Family and carers Health issues Adoption and fostering Causation and management of specific syndromes Staff training New technology Policy critique and impact.