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Examining the efficacy of the empowerment course for young adults with disabilities: training for postsecondary education and employment

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dc.contributor.authorSjostrand, Rachel L., author
dc.contributor.authorDavies, Patricia L., advisor
dc.contributor.authorGraham, James, committee member
dc.contributor.authorHepburn, Susan, committee member
dc.date.accessioned2021-01-11T11:20:05Z
dc.date.available2023-01-08T11:20:05Z
dc.date.issued2020
dc.description.abstractObjective. Current secondary transition programs have been less than satisfactory in student outcomes and have not adequately addressed skills necessary to transition into the adult world for students with intellectual disabilities (ID) and autism spectrum disorders (ASD). Individuals with ID and ASD have lower rates of attending postsecondary education, obtaining and maintaining a job, and living independently compared to their peers. The Empowerment Course is a one-year, postsecondary transition program designed to facilitate successful employment and/or educational outcomes for transition aged (18-26) young adults with disabilities. Two occupational therapists (OTs) were the instructors for the course, along with graduate OT students as mentors for participants enrolled in the Empowerment Course. Method. Students who completed the full academic year of the Empowerment Course over the past three years were included in analyses (n = 16). Students and instructors completed questionnaires at the beginning of the fall semester and at the end of the spring semester. A pretest-posttest design was used to assess student's perceived self-efficacy, competence in their job-seeking skills, quality of life, self-advocacy skills, and their ability to set and work towards goals. A series of t-tests were run to analyze the data. Student's attendance for lectures and labs of the Empowerment Course was also examined. Results. Students demonstrated significant improvements in goal attainment, job-seeking skills confidence, and in their self-advocacy skills. On average, student's attendance was greater than 95% for lectures and labs. Conclusions. Results suggest that participation in the Empowerment Course for students with ID and ASD may develop life skills beyond what is taught in high school transition programs. It was feasible to have OTs as instructors for this postsecondary transition program and to facilitate effective results.
dc.format.mediumborn digital
dc.format.mediummasters theses
dc.identifierSjostrand_colostate_0053N_16281.pdf
dc.identifier.urihttps://hdl.handle.net/10217/219512
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2020-
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectintellectual disability
dc.subjectpostsecondary education
dc.subjectautism spectrum disorder
dc.subjecttransition program
dc.subjectoccupational therapy
dc.titleExamining the efficacy of the empowerment course for young adults with disabilities: training for postsecondary education and employment
dc.typeText
dcterms.embargo.expires2023-01-08
dcterms.embargo.terms2023-01-08
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineOccupational Therapy
thesis.degree.grantorColorado State University
thesis.degree.levelMasters
thesis.degree.nameMaster of Science (M.S.)

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