Post-Secondary Education Outcomes for Individuals with Intellectual and Developmental Disabilities: Self-Determination, Independent Living, Employment, and the Impact of COVID-19.

Post-secondary education (PSE) plays an important role in preparing individuals with an intellectual and developmental disability (IDD) to gain employment and independent living. Despite the recent increase in PSE programs, however, there is a lack of research examining outcomes of individuals with IDD who have attended a PSE program. This study examined three years of data from students who participated in one PSE program that focuses on the acquisition of skills regarding self-determination, employment, and independent living. We analyzed the outcome data of program graduates regarding their acquisition of skills in employment and self-determination, as well as follow-up data on employment. It was found that participation in the program increased self-determination and post-secondary readiness. Our findings also indicated that the COVID-19 pandemic impacted the self-determination scores of participants and their employment outcomes.

Students with Autism Spectrum Disorders and Their First-Year College Experiences.

Using data from the 2019 CIRP Freshman Survey and the Your First College Year (YFCY) from the Higher Education Research Institute at UCLA, this study explores the differences between the characteristics and behaviors of the first-year students with autism spectrum disorders (17) and those of students with learning disabilities (102). The findings indicate that the characteristics of these two groups of first-year college students were similar except for gender, ethnicity, first college generation, and parents' income. Compared with first-year college students with LD, students with ASD were less likely to engage in risk-taking behaviors, use health services and the writing center.

Cellulosic materials-enhanced sandwich structure-like separator via electrospinning towards safer lithium-ion battery.

The latent security issue has become the foremost anxiety for lithium-ion batteries (LIBs) wide-ranging of commercialized applications. Hence, the performance of a separator such as chemical durability, electrical insulator, and thermal stability must be superior. Herein, we exhibit a sandwich-structured composite membrane with enhanced thermal resistance and electrolyte affinity, which was prepared by layer-by-layer electrospinning deposition. After 50 cycles, the battery with a 3 wt.% halloysite nanotube electrospinning separator retained 91.80% of its initial discharge capacity, that was a drastic improvement over the commercial polypropylene separator with the numeric of 79.98%. This predominant composite membrane was prepared via an eco-friendly technics and can be thought of an assuring, expectant separator towards high performance lithium-ion batteries.

Enhanced permeability and antifouling performance of cellulose acetate ultrafiltration membrane assisted by l-DOPA functionalized halloysite nanotubes.

l-Dopa functionalized halloysite nanotubes (HNTs) were prepared by the self-polymerization of l-dopa in the weak alkaline condition. Then different contents of l-dopa coated HNTs (LPDHNTs) were blended into cellulose acetate to prepare enhanced performance ultrafiltration membranes via the phase inversion method. The HNTs and LPDHNTs were characterized by FTIR, XPS, and TEM anysis. And the membranes morphologies, separation performance, antifouling performance, mechanical properties and hydrophilicity were also investigated. It was found that the composite membranes exhibited excellent antifouling performance. The pure water flux of 3.0wt% LPDHNTs/CA membrane increased from 11.4Lm-2h-1 to 92.9Lm-2h-1, while the EA rejection ratio of the membrane was about 91.2%. In addition, the mechanical properties of the resultant membranes were strengthened compared with the CA ultrafiltration membrane.

Development and Standardization of the Diagnostic Adaptive Behavior Scale: Application of Item Response Theory to the Assessment of Adaptive Behavior.

The Diagnostic Adaptive Behavior Scale (DABS) was developed using item response theory (IRT) methods and was constructed to provide the most precise and valid adaptive behavior information at or near the cutoff point of making a decision regarding a diagnosis of intellectual disability. The DABS initial item pool consisted of 260 items. Using IRT modeling and a nationally representative standardization sample, the item set was reduced to 75 items that provide the most precise adaptive behavior information at the cutoff area determining the presence or not of significant adaptive behavior deficits across conceptual, social, and practical skills. The standardization of the DABS is described and discussed.

The diagnostic adaptive behavior scale: evaluating its diagnostic sensitivity and specificity.

The Diagnostic Adaptive Behavior Scale (DABS) was constructed with items across three domains--conceptual, social, and practical adaptive skills--and normed on a representative sample of American individuals from 4 to 21 years of age. The DABS was developed to focus its assessment around the decision point for determining the presence or absence of significant limitations of adaptive behavior for the diagnosis of Intellectual Disability (ID). The purpose of this study, which was composed of 125 individuals with and 933 without an ID-related diagnosis, was to determine the ability of the DABS to correctly identify the individuals with and without ID (i.e., sensitivity and specificity). The results indicate that the DABS sensitivity coefficients ranged from 81% to 98%, specificity coefficients ranged from 89% to 91%, and that the Area Under the Receiver Operating Characteristic Curve were excellent or good. These results indicate that the DABS has very good levels of diagnostic efficiency.

The construct of adaptive behavior: its conceptualization, measurement, and use in the field of intellectual disability.

This article updates the current conceptualization, measurement, and use of the adaptive behavior construct. Major sections of the article address an understanding of the construct, the current approaches to its measurement, four assessment issues and challenges related to the use of adaptive behavior information for the diagnosis of intellectual disability, and two future issues regarding the relations of adaptive behavior to multidimensional models of personal competence and the distribution of adaptive behavior scores. An understanding of the construct of adaptive behavior and its measurement is critical to clinicians and practitioners in the field because of its role in understanding the phenomenon of intellectual disability, diagnosing a person with intellectual disability, providing a framework for person-referenced education and habilitation goals, and focusing on an essential dimension of human functioning.

Giving parents a voice: A qualitative study of the challenges experienced by parents of children with disabilities.

BACKGROUND: This study sought to examine the specific sources of challenges as identified by parents of children with disabilities. METHOD: Focus groups were conducted with 40 parent caregivers. Data gathered were coded into themes which were then analyzed through an intentional process of data reduction that resulted in the cross site validation of four superordinate themes. RESULTS: Four themes emerged as the most prominent barriers to positive parent wellbeing: (a) access to information and services, (b) financial barriers, (c) school and community inclusion, and (d) family support. These four themes are indicative of problems associated with a lack of match between caregiver needs and services, resources, or support available in the community to meet those needs. CONCLUSION: Caring for a child with a disability can be challenging, but many of these challenges are likely due to a lack of necessary environmental supports. Future research should expand on these findings and policy makers, scientists and providers should give particular attention to the environmental support needs of parents in order to create policies and interventions that are more family-centered.

Validity and reliability of the Wood Motor Success Screening Tool in a special physical education learning laboratory.

The purpose of this study was to estimate the concurrent validity and test-retest reliability of the Wood Motor Success Screening Tool. Participants were 66 children with learning and behavioral disabilities (44 boys and 22 girls; M of age= 7.6 yr.; SD of age= 1.8 yr.). The concurrent validity was checked using the Bruininks-Oseretsky Test of Motor Proficiency-Short Form as the criterion measure. A Pearson product-moment correlation of .84 (p< .01), a sensitivity index of .88, and a specificity index of .64 were found for estimating the concurrent validity. The test-retest reliability was checked using scores on the Wood Motor Success Screening Tool administered twice within a week. An intraclass correlation coefficient of .93 from the one-way analysis of variance was found for estimating the test-retest reliability. These results indicated that this test is valid and reliable for assessing young children.