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Formative evaluation of project TEAM (Teens Making Environment and Activity Modifications)
Intellectual and Developmental Disabilities
|July 26, 2014
Summary
Project TEAM empowered youth with intellectual and/or developmental disabilities (IDD) to address environmental barriers. While knowledge improved, problem-solving skills did not, though many achieved personal goals.
Area of Science:
- Disability Studies
- Education
- Rehabilitation
Background:
- Environmental barriers negatively impact school, work, and community engagement for youth with intellectual and/or developmental disabilities (IDD).
- Targeted interventions are needed to equip youth with skills to overcome these challenges.
Purpose of the Study:
- To evaluate Project TEAM, a program designed to teach youth with IDD to identify environmental barriers, develop modification strategies, and request accommodations.
- To investigate the outcomes, activities, and experiences of youth participating in Project TEAM.
Main Methods:
- A mixed methods expansion design was employed for a formative evaluation.
- Goal Attainment Scaling (GAS) was used to measure goal achievement.
- Participant knowledge, problem-solving skills, and experiences were assessed.
Main Results:
- Participants showed significant increases in knowledge of environmental factors and modification strategies.
- No significant changes were observed in applied problem-solving skills.
- 76% of participants achieved at least one personal goal.
Conclusions:
- Project TEAM effectively enhanced knowledge and goal attainment for youth with IDD regarding environmental modifications.
- Challenges in understanding certain concepts and materials were noted, suggesting areas for program improvement.
- Findings offer valuable insights for refining Project TEAM and similar programs for transition-age youth with IDD.
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