Eagle Transition Program: Impact of an On-Campus Residential Experience
for Young Adults with Unique Intellectual Abilities
Allison Clodfelter, OTS, Jodelle Gordon, OTS, Sarah Lacy, OTS, Erin Russell, OTS, Remick Tiller, OTS, Richard Litterst, OTS,
Tina Gelpi, OTD, OTR/L, & Lynn Jaffe, ScD, OTR/L
Florida Gulf Coast University, Fort Myers, FL
PURPOSE
RESULTS / DISCUSSION
There were a number of positive outcomes. The following are select content
themes in the area of the targeted research from the post-interviews with
young adults or parents specific to their young adults:
Transitioning from school to adult life is a dynamic process and represents a
time of change and adaptation within the person and their environment. It
signifies a period when individual roles and occupations shift, presenting new
challenges and opportunities (Stewart, 2013). The transition to higher
education or employment can be very difficult for persons with unique
intellectual abilities, also referred to as intellectual disabilities (ID).
Self-Determination/Time Management
(Referring to Participant staying home alone): “And I said, wow look at you! I
said, what did you do all night? She goes, well first I was on the computer,
and then I worked my iPad, and then I watched a little TV, and then I
decided I wanted to knit so I went upstairs and got all my knitting stuff…And
(father) and I just, we sat down and just went, wow.“ - Mother of Participant
6
According to the Occupational Therapy Practice Framework, occupations have
particular meaning to each individual and are crucial to developing a sense of
identity (American Occupational Therapy Association, 2014). The eight areas of
occupation include activities of daily living (ADLs), instrumental activities of
daily living (IADLs), rest and sleep, education, work, play, leisure, and social
participation.
Individuals with intellectual disabilities often have limited independence, social
participation, occupational participation, resources, positive life outcomes, and
report having a reduced quality of life due to a combination of these factors
(Van Gameren-Oosterom et al., 2013).
The purpose of this study was to identify the impact of participation in the Eagle
Transition Residential Experience 2014 on independent living skills, social
skills, and employment interests of young adults with unique intellectual
abilities.
METHODS
For this mixed methods study, quantitative and qualitative data were gathered
specific to each participant’s independent living skills, social skills, selfdetermination, and employment interests. In-home semi-structured interviews
were completed with the individual participants in collaboration with one or both
parents 4-6 weeks prior to and 6-8 weeks following the residential experience.
The interviews were audio recorded, transcribed, and analyzed for content
themes.
The pre- and post-experience interview content was guided by the
Occupational Performance History Interview (OPHI II). The Arc’s SelfDetermination Scale and Barkley Deficits in Executive Functioning (BDEFS) Short Form were also administered during the initial interview. The Social
Responsiveness Scale-Revised (SRS-2) was completed by a parent on his or
her own time prior to and following the residential experience. Interpretation
was based upon the PEO theory (Law et al, 1996), reflected in the diagram:
Person
Environment
Occupational
Performance
Occupation
PROCEDURE
Occupation-based Activities to Facilitate Transition Readiness
Seven (7) young adults, ages 18-27 years with autism and other unique
intellectual abilities, and five (5) peer mentors, who were current university
students, participated in the 9-day, 8-night summer residential experience.
Six had experienced a similar program the prior summer. One of the young
adults served as a peer mentor.
Occupation-based goal setting and achievement were pursued by the young
adults in partnership with their peers and peer mentors during the residential
experience. A schedule of planned or self-determined activities, such as an
educational session on sign language at 10 AM or going to a community
baseball game at 7 PM, was maintained and followed daily.
Residential experience activities focused on facilitating development of
independent living skills, social skills, employment interests, and prompted
occupation-based goal setting. Representatives from campus-based and
community-based organizations and resources guided active learning
sessions on the university campus and in the community.
Independent Living Skills (ADLs & IADLs)
“Participant 2 came back from camp independent. She wants to do
everything herself. She doesn't need to be tucked in or anything like that. I
think she is more independent every time she comes back from camp.” Mother of Participant 2
“I always feel he comes back a little more mature when he does camp. I
think it’s because of the fact that he is more independent there…” - Mother
of Participant 3
“I kind of like doing it independently because it involves me and my personal
time.”- Participant 5
Social Interaction/Social Participation
“We were in the kitchen. We were talking about what we need to do to be
ready for the next day for the party, and she said I want to start a movie club
like you started your book club two years ago.”- Mother of Participant 6
Self-advocacy
“Yes, she recently went to her boss and said she really would like to
increase her hours…So she handed him (a) note, and he said okay, let’s sit
down and talk.“ - Mother of Participant 6
RECOMMENDATIONS
REFERENCES
American Occupational Therapy Association. (2014). Occupational therapy practice
framework: Domain and process (3rd ed.). American Journal of Occupational
Therapy, 68(Suppl.), S1-S48. http://dx.doi.org/10.5014/ajot.2014.682006
Law, M., Cooper, B., Strong, S., Stewart, D., Rigby, P., & Letts, L. (1996). The PersonEnvironment-Occupation model: A transactive approach to occupational
performance. Canadian Journal of Occupational Therapy, 63(1), 9-23.
Stewart, D. (2013). Transitions to adulthood for youth with disabilities through an
occupational therapy lens. Thorofare, NJ: Slack Incorporated.
Van Gameren-Oosterom, H., B.M., Fekkes, M., Reijneveld, S.A., Oudesluys-Murphy,
A., Verkerk, P.H., Van Wouwe, J.P., & Buitendijk, S.E. (2013). Practical and social
skills of 16-19-year-olds with down syndrome: Independence still far away.
Research in Developmental Disabilities, 34(12), 4599-4607
doi:http://dx.doi.org/10.1016/j.ridd.2013.09.041
1. Allow additional opportunities for practical life skills practice within
various environments.
2. Add follow-up evaluation sessions to determine if intervention effects last
throughout the year.
3. Collaborate with young adults with unique intellectual abilities, their
families, and related community resources to develop a continuum of
transition support programs, including the campus-based residential
experience, and resources to facilitate the young adults’ self-determined
development and participation in the occupations and environments of
choice.