CE Article: Project TEAM: Transition-Age Youth With Intellectual and Developmental Disabilities Problem-Solve Environmental Barriers to Participation
CE Article: Project TEAM: Transition-Age Youth With Intellectual and Developmental Disabilities Problem-Solve Environmental Barriers to Participation
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SKU: CEA0118

Publisher: AOTA Continuing Education

Published: 2018

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Product Overview

Jessica M. Kramer, OTR/L, PhD

Assistant Professor

Department of Occupational Therapy, Boston University

 

Melissa Levin, MSW, LICSW

Clinical Social Worker & Transition Specialist
Newton Public Schools

 

Ariel Schwartz, MS, OTR/L, PhD

Program in Rehabilitation Sciences
Boston University

 

Rachel Pollard, OTS,

Boston University

 

Earn .1 AOTA CEU (1.25 NBCOT PDU/1 contact hour) 

 

Abstract:

Environmental modifications support transition-age youth with intellectual and developmental disabilities (I/DD) to participate at school, at work, and in the community. As youth transition to adulthood, it is critical that they learn the skills needed to advocate for environmental modifications that support full participation. Many of these advocacy skills are related to the skills, behaviors, and beliefs associated with self-determination and social-emotional competencies. This article describes a multicomponent intervention, Project TEAM, that teaches transition-age youth with I/DD how to identify and resolve environmental barriers to participation and subsequently foster their self-determination and social-emotional competencies.

 

­­­Learning Objectives

1. Identify the federal policies that address environmental barriers to participation and inclusion for youth and young adults with I/DD during and after transition to adulthood, and discuss the implications of those policies for transition-age youth

2. Differentiate the views of the medical model versus the social model of disability with regard to participation challenges experienced by transition-age youth with I/DD

3. Describe the key components of the Project TEAM intervention and the steps of the Game Plan problem-solving process

4. Identify how Project TEAM can foster self-determination and social-emotional learning competencies in transition-age youth with I/DD

 

Learning Level:

Intermediate

 

Target Audience:

Occupational Therapists and Occupational Therapy Assistants

 

Content Focus:

Domain of OT: Context and Environment Process of OT: Intervention

 

Reference Information:

Kramer, Jessica M., OTR/L, PhD.; Levin, Melissa, MSW, LICSW; Schwartz, Ariel, MS, OTR/L, PhD; Pollard, Rachel, OTS (2018) Project TEAM: Transition-Age Youth With Intellectual and Developmental Disabilities Problem-Solve Environmental Barriers to Participation