Evaluating a Postsecondary Education Program for Students with Intellectual Disabilities: Leveraging the Parent Perspective

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Abstract

Postsecondary education (PSE) programs serving individuals with intellectual disabilities (ID) aim to improve life outcomes by increasing skills in three key areas: academics, independent living, and employment. To ensure that PSE programs are successful, ongoing evaluations are necessary. It is particularly important to gather parental perspectives given the integral role they play regarding decision making for students with ID. This qualitative study analyzed data from 58 interviews conducted with parents whose child was enrolled in a PSE program nested within a large public university. Thematic analysis with a deductive approach was the established theoretical model used to guide the analysis. Themes related to capability, opportunity, motivation, and behavior are presented, and future recommendations for PSE programs are discussed.

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Most cited references 29

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Using thematic analysis in psychology

Virginia Braun, Victoria Clarke (2014)

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The behaviour change wheel: A new method for characterising and designing behaviour change interventions

Susan Michie, Maartje M. van Stralen, Robert H. West (2012)

Background Improving the design and implementation of evidence-based practice depends on successful behaviour change interventions. This requires an appropriate method for characterising interventions and linking them to an analysis of the targeted behaviour. There exists a plethora of frameworks of behaviour change interventions, but it is not clear how well they serve this purpose. This paper evaluates these frameworks, and develops and evaluates a new framework aimed at overcoming their limitations. Methods A systematic search of electronic databases and consultation with behaviour change experts were used to identify frameworks of behaviour change interventions. These were evaluated according to three criteria: comprehensiveness, coherence, and a clear link to an overarching model of behaviour. A new framework was developed to meet these criteria. The reliability with which it could be applied was examined in two domains of behaviour change: tobacco control and obesity. Results Nineteen frameworks were identified covering nine intervention functions and seven policy categories that could enable those interventions. None of the frameworks reviewed covered the full range of intervention functions or policies, and only a minority met the criteria of coherence or linkage to a model of behaviour. At the centre of a proposed new framework is a 'behaviour system' involving three essential conditions: capability, opportunity, and motivation (what we term the 'COM-B system'). This forms the hub of a 'behaviour change wheel' (BCW) around which are positioned the nine intervention functions aimed at addressing deficits in one or more of these conditions; around this are placed seven categories of policy that could enable those interventions to occur. The BCW was used reliably to characterise interventions within the English Department of Health's 2010 tobacco control strategy and the National Institute of Health and Clinical Excellence's guidance on reducing obesity. Conclusions Interventions and policies to change behaviour can be usefully characterised by means of a BCW comprising: a 'behaviour system' at the hub, encircled by intervention functions and then by policy categories. Research is needed to establish how far the BCW can lead to more efficient design of effective interventions.

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Barriers and enablers to delivery of the Healthy Kids Check: an analysis informed by the Theoretical Domains Framework and COM-B model

Karyn Alexander, Bianca Brijnath, Danielle Mazza (2014)

Background More than a fifth of Australian children arrive at school developmentally vulnerable. To counteract this, the Healthy Kids Check (HKC), a one-off health assessment aimed at preschool children, was introduced in 2008 into Australian general practice. Delivery of services has, however, remained low. The Theoretical Domains Framework, which provides a method to understand behaviours theoretically, can be condensed into three core components: capability, opportunity and motivation, and the COM-B model. Utilising this system, this study aimed to determine the barriers and enablers to delivery of the HKC, to inform the design of an intervention to promote provision of HKC services in Australian general practice. Methods Data from 6 focus group discussions with 40 practitioners from general practices in socio-culturally diverse areas of Melbourne, Victoria, were analysed using thematic analysis. Results Many practitioners expressed uncertainty regarding their capabilities and the practicalities of delivering HKCs, but in some cases HKCs had acted as a catalyst for professional development. Key connections between immunisation services and delivery of HKCs prompted practices to have systems of recall and reminder in place. Standardisation of methods for developmental assessment and streamlined referral pathways affected practitioners’ confidence and motivation to perform HKCs. Conclusion Application of a systematic framework effectively demonstrated how a number of behaviours could be targeted to increase delivery of HKCs. Interventions need to target practice systems, the support of office staff and referral options, as well as practitioners’ training. Many behavioural changes could be applied through a single intervention programme delivered by the primary healthcare organisations charged with local healthcare needs (Medicare Locals) providing vital links between general practice, community and the health of young children.

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Author and article information

Contributors

Rumi Agarwal:

ORCID: http://orcid.org/0000-0003-0728-2306

ragar006@fiu.edu

Journal

Journal ID (nlm-ta): J Autism Dev Disord

Journal ID (iso-abbrev): J Autism Dev Disord

Title: Journal of Autism and Developmental Disorders

Publisher: Springer US (New York )

ISSN (Print): 0162-3257

ISSN (Electronic): 1573-3432

Publication date (Electronic): 14 September 2020

Publication date PMC-release: 14 September 2020

Publication date (Print): 2021

Volume: 51

Issue: 7

Pages: 2229-2240

Affiliations

[1 ]GRID grid.65456.34, ISNI 0000 0001 2110 1845, BRAINN Lab, School of Social Work, Robert Stempel College of Public Health and Social Work, , Florida International University, ; 11200 S.W. 8th Street, AHC5 585, Miami, FL 33199 USA

[2 ]GRID grid.65456.34, ISNI 0000 0001 2110 1845, FIU Embrace, , Florida International University, ; 11200 S.W. 8th Street, MARC 150, Miami, FL 33199 USA

[3 ]GRID grid.65456.34, ISNI 0000 0001 2110 1845, Department of Health Promotion and Disease Prevention, Robert Stempel College of Public Health and Social Work, , Florida International University, ; 11200 S.W. 8th Street, Miami, FL 33199 USA

[4 ]GRID grid.65456.34, ISNI 0000 0001 2110 1845, Department of Industrial and Organizational Psychology, , Florida International University, ; 11200 S.W. 8th Street, Miami, FL 33199 USA

Author information

Rumi Agarwal http://orcid.org/0000-0003-0728-2306

Article

Publisher ID: 4676

DOI: 10.1007/s10803-020-04676-0

PMC ID: 8189978

PubMed ID: 32926305

SO-VID: 117d55d4-b9fd-44e8-a025-d1ae71b256cf

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Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

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Funding

Funded by: University of Central Florida through a grant from the Office of Postsecondary Education, United States Department of Education

Award ID: CFDA 84,407A

Award ID: P407A150068-19

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ScienceOpen disciplines: Neurology

Keywords: postsecondary,intellectual disability,developmental disability,parent,evaluation,qualitative

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ScienceOpen disciplines: Neurology

Keywords: postsecondary, intellectual disability, developmental disability, parent, evaluation, qualitative

Evaluating a Postsecondary Education Program for Students with Intellectual Disabilities: Leveraging the Parent Perspective

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Most cited references 29

Using thematic analysis in psychology

The behaviour change wheel: A new method for characterising and designing behaviour change interventions

Barriers and enablers to delivery of the Healthy Kids Check: an analysis informed by the Theoretical Domains Framework and COM-B model

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