My Beginning
Prior to the start of my doctoral capstone project, I conducted a needs assessment.
Barriers that contribute to decreased success in independent living are low expectations from parents & the community, lack of vocational resources, lack of an existing career, and lack of self-advocacy skills.
Independent living outcomes rely heavily on having a functional role in society, maintaining relationships with peers, continuing education, having a support system, having accessibility and transportation option, and maintaining psychological.
Individuals with intellectual disabilities frequently experience both intellectual and adaptive functioning deficits that impact multiple domains of the individual's life, including their social domain and ability to live independently.
My Research
In addition, I conducted a review of relevant literature examining individuals with developmental disabilities transitioning from dependent to independent living.
Categories of skills required for success in independent living include (a) domestic skills, (b) safety skills, and (c) community activities. (Kim & Dymond, 2020).
Starting transition planning as early as possible creates the best outcomes for independent living. Transition plans positively affected individuals who were members of secondary or post-secondary education programs, training programs, or employment (Russell, 2016).
Taking vocational classes, holding a paid position, and receiving transition programming support post-school outcomes, including independent living success (Test et al., 2009).
Guiding individuals in connecting with members on-site, providing person-directed work, creating a safety net, instilling an empowering attitude, and seeing new opportunities influenced individuals to create a positive independent living experience (Meys, 2021).
My Supporters
Dr. Jamesdean Visley served as my faculty mentor throughout my doctoral capstone project. Dr. Visley has extensive experience in the pediatric setting. He has worked with children and young adults varying in age. He exhibits great understanding of the importance of transition planning to increase successful outcomes within developmental disability population.
Chris Gurreri served as my expert mentor throughout my doctoral capstone project. Chris is the CEO of Victory Innovations and the founder of Hudson Community Living. He has extensive experience with adults who have developmental disabilities gained through volunteering within the Hudson community. Chris also raised a son with Fragile X Syndrome, which inspired him to open Hudson Community Living. Chris' goal is to build a Pocket Neighborhood designed for Adults with Special needs. Independent Living with customized support for each resident designed to allow each resident the freedom to grow, learn and live in Community with their friends.
My Accomplishments
Created eight personalized intervention plans for residents, families, and providers. The intervention plans were aimed to established, improve, and maintain basic living skills.
Completed packet of occupational therapy style documentation notes to track progress of interventions, provide parents with realistic expectations and establish clarity of each patients level of ability.
Conducted 5 group interventions targeting social participation, education, community participation, and safety skills. Each group intervention consisted of set goals and was aimed towards serving the developmental disability population.
Established and conducted new fire safety program in collaboration with the Hudson Fire Department. This 2-day event aimed to increase safety skills such as (1) fire safety (2) stranger danger (3) 911 protocol (4) authority figure exposure and (5) fire escape planning. The event is projected to continue annually under the name "The Paige Project".
Created informational document that provides education on the importance of social participation in relation to success in independent living.
Conducted presentation to Hudson Community Living residents and parents overviewing project results and outcomes.
Created an extensive parent resource packet available to caregivers, supporters, and all individuals transitioning from dependent to independent living.
Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it's the only thing that ever has. - Margaret Mead
My Impact
I am hopeful that my dedication to the future residents of Hudson Community Living will increase the success in their independent living transitions. Each of my eight patients worked tirelessly to gain and maintain skills required to live independently. I believe my dedication, patience, education, empathy, and resources will continue to make a change for members of the Hudson Community Living.
My Future Plans
I plan to practice in an inpatient skilled nursing facility located in Scottsdale, Arizona. I hope to make a change within the older adult population, collaborate with my therapy team, learn something new everyday, and continue to utilize my talents to make positive change.
My Contact Information
Email: Paigejedwards@icloud.com Phone: (330)-322-6012
References
American Occupational Therapy Association. (2014). Occupational therapy practice framework (3rd ed.). American Occupational Therapy. https://doi.org/10.5014/ajot.2020.74S2001
American Psychological Association. (2017). Individuals with disabilities education act (ACT). American psychological association. https://www.apa.org/advocacy/education/idea
Cullen, J.M., Simmons-Reed, E.A., & Weaver, L.L. (2017). Using 21st century video prompting technology to facilitate the independence of individuals with intellectual and developmental disabilities. Psychology in the Schools, 54, 965-978. https://doi.org/10.1002/pits.22056
Kim, R., & Dymond, S. K. (2020). What skills are critical for living in supported apartments and small group homes? Journal of Developmental & Physical Disabilities, 32(4), 665–681. https://doi-org/10.1007/s10882-019-09713-0
Partington, J. W., Mueller, M. M., & Partington Behavior Analysts,. (2012). The assessment of functional living skills (The AFLS).
Credits:
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