Severe intellectual disability and transition to adulthood.

Area of Science:

• Psychology
• Developmental Disabilities
• Social Work

Background:

• Exploring institutional and psychological factors during life transitions for young adults with severe intellectual disability (ID).
• Investigating the persistence or diminution of challenging behaviors post-transition in individuals with severe ID.
• Examining the experiences of parents and staff involved in the transition process.

Purpose of the Study:

• To explore the institutional and psychological aspects of transition for young adults with severe ID.
• To understand why challenging behaviors decreased in some individuals but not others after transition.
• To analyze the communication dynamics between parents and staff regarding challenging behaviors.

Main Methods:

• Grounded theory analysis of interviews with parents and staff.
• Comparative study of two groups of young adults with severe ID: those whose challenging behaviors diminished and those whose remained high post-transition.
• Selection from a previously surveyed cohort.

Main Results:

• Little connection was found between the perspectives of parents and staff regarding the transition.
• Differences in perspectives impacted communication about challenging behaviors.
• Challenging behaviors diminished in some young adults with severe ID post-transition, while remaining high in others.

Conclusions:

• Discrepancies in parent and staff perspectives hinder effective communication about challenging behaviors in young adults with severe ID.
• Recommendations are made for service changes to improve communication and support during transitions.
• Understanding these differing perspectives is crucial for supporting individuals with severe ID and their families.