Using the SIB-R to Assess Housing and Independent Living Skills Outcomes for Postsecondary Students with Intellectual Disabilities

November 2013Jugnu Agrawal, Ph.D.

Catherine Creighton Thompson, Ph.D. Candidate

David A. Lojkovic, Ph.D. CandidateMichael Frye, Ph.D. Candidate

Heidi J. Graff, Ph.D.

Definition

Four-year transition and post secondary, non-degreed program, educating students with Intellectual and developmental disabilities

and

Supportive apprenticeship for students who are

majoring in human service studies which provides

practical experience learning from, and working

with, individuals with disabilities

Components

AcademicResidentialEmploymentExplorationResearch

George Mason University

College of Education and Human Development

Kellar Institute for Human disAbilities

Mason LIFE Program

Director

Research ProgramAcademic Program

ExplorationProgram

Residential Program

EmploymentProgram

Academic Coordinator

University Coordinator

ResidentialCoordinator

Employment Coordinator

Office Manager

Program Organization

Students (N = 42), 2012-2013

First Years-15 Second Years-9 Third Years- 11 Fourth Years-7

Support Staff = 42

Residential Housing

Residential Housing

The residential component

continues to build upon the

foundation fostered in the

independent living and community access classes

taught in the academic program.

Residential Housing, 2012-2013

Number of units: 7 On campus and off

campus townhouses Number of students: 23 Support Staff:7

Overnight and 13 Day

Characteristics

“Impairments in adaptive functioning such as communication and social skills are prevalent across the population of ASD and ID.”

-Matson, Rivet, Fodstad, Dempsey, & Boisjoli (2009) "intellectual disability (ID) is a disability characterized by

significant limitations both in intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills.”

-AAIDD (2010) Individuals with ID and DD exhibit deficits across multiple

domains.

-Belva & Matson (2013)

Daily Living Skills

“The improvement in daily living skills for individuals with ASD into the late 20s likewise suggests that it may be possible for daily living skills to be gained at later points in development, even as skills in other areas plateau.”

-Smith, Maenner, & Seltzer (2012) “Daily Living scores were lowest.”

-Howlin, Elison, Udwin, & Stinton (2010)

Independent Living

Greater levels of independence correlate to higher levels of life satisfaction.

-Gooden-Ledbetter, Cole, Maher, & Condeluci (2007) Supports maybe necessary for persons with

disabilites to live as independently as possible.

-Deguara, Jelassi, Micallef, & Callus (2012) “The goal of adults with ID is the same as it is with

any adult - to lead as independent and productive a life as possible.”

-Bowman, & Plourde (2012)

Task Completion

For adults, a greater emphasis on activities that they can do/complete acknowledges what they can do versus completing tasks ‘normally.’

-Maenner, Smith, Hong, Makuch, Greenberg, & Mailick (2012)

Employment

Social skills and communication deficits have negative impacts on transition and future employment.

-Chiang, Cheung, Li, & Tsai (2013) Adaptive behavior skills correlate to

higher level of employment.

-Carter, Austin, & Trainor (2012)

SIB-R Scales of Independent

Behavior-Revised (SIB-R) was used to assess student independent living skills.

The scale includes 14 subscales and 8 behavior questions. There are a total of 63 subscale questions and 8 behavior questions.

Norming Sample of SIB-R

2,182 individuals in 15 states and 60 communities

Three age groups

–Early childhood (N=670)

–Childhood (N=758)

–Adolescent-Adult (N=754) Up to age 90

Survey Implementation

Residential Overnight Support staff independently complete the scale Fall of 2011 Spring of 2012 Fall of 2012 Spring of 2013

Reliability Check

Data input: 30% of the data were randomly selected. Data entered in SPSS were checked against the original scale score sheets.

Data analysis: 100% of the data were independently analyzed by two of the researchers. Their analyses were in 100% agreement.

Data Analysis

Ordinary Least Squares (OLS) regression analyses were run to look at the difference between students living on campus and commuting students.

OLS regression equation:

Y = ß0 + ß1X1 + ß2X2 + ß3D + ê

Scale Mean for Commuting

Students

Mean for Residential students

Social* 44.3 49.7

Meals* 38.9 50.1

Grooming* 46.5 50.4

Dressing* 41.1 46.0

Personal Care* 33.9 40.5

Domestic* 25.9 34.2

Time* 44.0 49.4

Money 31.5 33.0

Home 33.4 36.9

*NOTE: All means are adjusted according to OLS regression results. Scales with significant differences (at α = .05) are indicated by (*)

Results for students with data from Fall 2012 and Spring 2013 (n=38)

Difference in Commuting and Residential Students

Results for students over two years

Video

Conclusion

Continue to see growth over time Residential students outperforming

commuter students Social; Meals Grooming; Dressing Personal Care; Domestic Time

Implications for Practice

More progress being made for Residential Housing students versus commuter students Intensify Independent Living Additional section for commuter

students

Future Research

Comparison with on and off campus Residential Housing

Comparison based upon gender Comparison based upon disability

area

References American Association on Intellectual and Developmental Disabilities (2010).

Definition of intellectual disability. Retrieved from http://www.aaidd.org. Belva, B., & Matson, J. (2013). An examination of specific daily living skills

deficits in adults with profound intellectual disabilities. Research In Developmental Disabilities, 34(1), 596-604.

Bowman, S., & Plourde, L. (2012). Andragogy for teen and young adult learners with intellectual disabilities: Learning, independence, and best practices. Education, 132(4), 789-798.

Bruininks, R., Woodcock, R. W., Weatherman, R. F., & Hill, B. K. (1996). Scales of Independent Behavior–Revised (SIB-R). Chicago: Riverside.

Carter, E., Austin, D., & Trainor, A. (2012). Predictors of Postschool Employment Outcomes for Young Adults With Severe Disabilities. Journal Of Disability Policy Studies, 23(1), 50-63.

Chiang, H., Cheung, Y., Li, H., & Tsai, L. (2013). Factors Associated with Participation in Employment for High School Leavers with Autism. Journal Of Autism & Developmental Disorders, 43(8), 1832-1842. 

Deguara, M., Jelassi, O., Micallef, B., & Callus, A. (2012). How we like to live when we have the chance. British Journal Of Learning Disabilities, 40(2), 123-127. doi:10.1111/j.1468-3156.2012.00743.x

References, continued Gooden-Ledbetter, M. J., Cole, M. T., Maher, J. K., & Condeluci, A. (2007). Self-

efficacy and interdependence as predictors of life satisfaction for people with disabilities: Implications for independent living programs. Journal Of Vocational Rehabilitation, 27(3), 153-161.

Howlin, P., Elison, S., Udwin, O., & Stinton, C. (2010). Cognitive, Linguistic and Adaptive Functioning in Williams Syndrome: Trajectories from Early to Middle Adulthood. Journal Of Applied Research In Intellectual Disabilities, 23(4), 322-336.

Maenner, M. J., Smith, L. E., Hong, J., Makuch, R., Greenberg, J. S., & Mailick, M. R. (2012). Evaluation of an activities of daily living scale for adolescents and adults with developmental disabilities. Disability and health journal.

Matson, J. L., Rivet, T. T., Fodstad, J. C., Dempsey, T., & Boisjoli, J. A. (2009). Examination of adaptive behavior differences in adults with autism spectrum disorders and intellectual disability. Research In Developmental Disabilities, 30(6), 1317-1325.

Smith, L.E., Maenner, M.J., & Seltzer, M. (2012). Developmental trajectories in adolescents and adults with autism: The case of daily living skills. Journal Of The American Academy Of Child & Adolescent Psychiatry, 51(6), 622-631.

Walton, K., & Ingersoll, B. (2013). Improving Social Skills in Adolescents and Adults with Autism and Severe to Profound Intellectual Disability: A Review of the Literature. Journal Of Autism & De