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Browsing by Subject "developmental disabilities"

Now showing 1 - 2 of 2
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    The Effect of Parent-Implemented Functional Communication Training on Challenging Behavior and Communication: A Meta-Analysis
    (2019-05) Pennington, Brittany
    A high proportion of people with developmental disabilities engage in challenging behavior compared to the general population (McClintock, Hall, & Oliver, 2003). Functional Communication Training (FCT) is an is an evidence-based intervention to address challenging behavior (Heath et al., 2015), but many people remain unable to access effective interventions like FCT. One strategy to increase access is to train parents to be interventionists for their children. The present study is a meta-analysis of studies examining parent-implemented FCT. Procedures were registered with PROSPERO prior to data extraction (Registration # CRD42018100912, Pennington, 2018). The study addresses the following questions: (1) What is the overall effect of parent-implemented FCT on challenging behavior and communication? (2) What are the characteristics of participants, implementers, and interventions in parent-implemented FCT studies, and to what extent do those characteristics moderate outcomes? (3) Do parents implement FCT with fidelity, and how were parents trained or coached? and (4) To what extent do included studies meet quality indicators? I used a multi-level, mixed effects meta-analysis to examine the effects of parent-implemented FCT on challenging behavior for 53 participants in 21studies, and on communication for 29 participants in 14 studies. Overall, FCT had a moderate to large effect size for reducing challenging behavior and a large effect size for increasing communication. No significant moderators were found for participant or coaching characteristics. For intervention characteristics, implementing the intervention in natural settings was significantly associated with an increased effect size. These results indicate that parent-implemented FCT is an effective intervention across various participant, intervention, and coaching characteristics.
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    Employment Policy for People with Developmental Disabilities: Practice in Washington and Minnesota
    (Hubert H Humphrey Institute of Public Affairs, 2009-05-06) Myhre, Stacy
    People with disabilities are one of the most under-employed populations in the United States. According to the Cornell University Rehabilitation Research and Training Center on Disability Demographics only 36.9% of people with disabilities in the United States aged 21 to 64 were employed in 2007, 42.8% lower than people without disabilities employed at a rate of 79.7% (Erickson & Lee, 2008, p. 24). People with intellectual disabilities were employed at an even lower rate, 26.8% in 2006 (Institue for Community Inclusion, 2008). Though surveys vary in how they define disability or employment (Field & Jette, 2007), survey data consistently shows employment rates significantly lower than the non-disabled population. Many studies have even shown a decline in employment rates of people with disabilities since the passage of civil rights legislation, the Americans with Disabilities Act in 1990 (DeLiere, 2000; Acemoglu & Angrist, 2001; Kruse & Schur, 2003; Beegle & Stock, 2003; Houtenville & Burkhauser, 2004; Moon & Shin, 2006). Some of the reasons for this decline include Fears among employers at the cost of empoying people with disabilities, fear of people with disabilities themselves of losing health care and other public benefits.