88
Views
1
CrossRef citations to date
0
Altmetric
Research Articles

Benefits of residential immersive life skills programs: a prospective study of autonomy and self-efficacy gains and sex differences in youth with disability

, ORCID Icon &
Pages 2079-2088 | Received 29 Aug 2022, Accepted 13 May 2023, Published online: 28 May 2023

References

  • Field S, Hoffman A. Development of a model for self-determination. Career Dev except Individ. 1994;17(2):159–169.
  • Sheppard L, Unsworth C. Developing skills in everyday activities and self-determination in adolescents with intellectual and developmental disabilities. Remedial Spec Educ. 2011;32(5):393–405.
  • King G, McPherson AC, Kingsnorth S, et al. Opportunities, experiences, and outcomes of residential immersive life skills programs for youth with disabilities. Disabil Rehabil. 2021;43(19):2758–2768.
  • Campione-Barr N, Lindell AK, Short SD, et al. First- and second-born adolescents’ decision-making autonomy throughout adolescence. J Adolesc. 2015;45:250–262.
  • Zimmer-Gembeck MJ, Collins WA. Autonomy development during adolescence. In: Adams GR, Berzonsky MD, editors. Blackwell handbooks of developmental psychology. Malden, MA: Blackwell Publishing; 2003. p. 175–204.
  • Andreadakis E, Joussemet M, Mageau GA. How to support toddlers’ autonomy: socialization practices reported by parents. Early Educ Dev [Internet]. 2019;30(3):297–314.
  • Campione-Barr N. Development of autonomy. In: S. Hupp & J. D. Jewell, editor. The encyclopedia of child and adolescent development. Hoboken, NJ: John Wiley & Sons.; 2020. p. 1–9.
  • Bandura A. Bandura 1977.pdf. Psychol Rev. 1977;84(2):191–215.
  • Kulakow S. How autonomy support mediates the relationship between self-efficacy and approaches to learning. J Educ Res [Internet]. 2020;113(1):13–25. Available from: http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&D=psyc2&AN=1970-02869-001
  • Bandura A. New development in goal setting and task performance. In: G. EAL&, Latham P, editors. The role of self-efficacy in goal-based motivation. New York: NY: Routledge; 2013. p. 147–157.
  • Cardol M, Jong BD, Ward CD. On autonomy and participation in rehabilitation. Disabil Rehabil. 2002;24(18):970–974.
  • Caroli MD, Sagone E, Spear HJ, et al. Autonomy and adolescence: a concept analysis. Public Health Nurs [Internet]. 2004;141(2):867–874.
  • Kingsnorth S, King G, Mcpherson A, et al. A retrospective study of past graduates of a residential life skills program for youth with physical disabilities. Child Care Health Dev. 2015;41(3):374–383.
  • King GA, Baldwin PJ, Currie M, et al. Planning successful transitions from school to adult roles for youth with disabilities. Child Heal Care. 2005;34(3):193–216.
  • Statistics Canada. The daily—Canadian survey on disability, 2017. 2018 [cited 2023 Jan]. Available from: https://www150.statcan.gc.ca/n1/daily-quotidien/181128/dq181128a-eng.htm
  • Gorter JW, Stewart D, Smith MW, et al. Pathways toward positive psychosocial outcomes and mental health for youth with disabilities: a knowledge synthesis of developmental trajectories. Can J Community Ment Heal. 2014;33(1):45–61.
  • Holmbeck GN, Johnson SZ, Wills KE, et al. Observed and perceived parental overprotection in relation to psychosocial adjustment in preadolescents with a physical disability: the mediational role of behavioral autonomy. J Consult Clin Psychol. 2002;70(1):96–110.
  • Tsang SKM, Hui EKP, Law BCM. Self-efficacy as a positive youth development construct: a conceptual review. Sci World J. 2012;2012:1–7.
  • Kingsnorth S, Healy H, Macarthur C. Preparing for adulthood: a systematic review of life skill programs for youth with physical disabilities. J Adolesc Health. 2007;41(4):323–332.
  • Kingsnorth S, Rudzik AEF, King G, et al. Residential immersive life skills programs for youth with disabilities: a case study of youth developmental trajectories of personal growth and caregiver perspectives. BMC Pediatr. 2019;19(1):1–12.
  • King G, Kingsnorth S, McPherson AC, et al. Autonomy, self-realization, and psychological empowerment: a prospective mixed methods study of the effects of residential immersive life skills programs for youth with physical disabilities. Res Dev Disabil.
  • Doren B, Lombardi AR, Clark J, et al. Addressing career barriers for high risk adolescent girls: the PATHS curriculum intervention. J Adolesc. 2013;36(6):1083–1092.
  • Ryan RM, Deci EL. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am Psychol. 2000;55(1):68–78. Available from: https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_SDT.pdf
  • Wehmeyer MK. The arc’s Self-Determination scale: adolescent version. Arlington(TX): The Arc of the United States; 1995.
  • Schwarzer RJ. Generalized Self-Efficacy Scale. Weinman J, Wright S, Johnston M, editor. Windsor (UK): NFER-NELSON; 1995. 35–37. p
  • Sterne JAC, White IR, Carlin JB, et al. Multiple imputation for missing data in epidemiological and clinical research: potential and pitfalls. BMJ. 2009;338(1):b2393–b2393.
  • Jakobsen JC, Gluud C, Wetterslev J, et al. When and how should multiple imputation be used for handling missing data in randomised clinical trials - A practical guide with flowcharts. BMC Med Res Methodol. 2017;17(1):1–10.
  • Evans C, Margison F, Barkham M. The contribution of reliable and clinically significant change methods to evidence-based mental health. Evid Based Ment Health. 1998;1(3):70–72.
  • Rutter M, Anaby D, Law M, et al. Calculating and reporting effect sizes to facilitate cumulative science: a practical primer for t-tests and ANOVAs. Front Psychol [Internet]. 2013;4(1):1–12.
  • Little RJA. A test of missing completely at random for multivariate data with missing values. J Am Stat Assoc. 1988;83(404):1198–1202.
  • Baranzini D. SPSS Single dataframe aggregating SPSS multiply imputed split files. 2018. DOI:10.13140/rg.2.2.33750.70722
  • Girden E. ANOVA: repeated measures. Newbury Park, CA: Sage; 1992.
  • Fiszdon JM, Bryson GJ, Wexler BE, et al. Durability of cognitive remediation training in schizophrenia: performance on two memory tasks at 6-month and 12-month follow-up. Psychiatry Res. 2004;125(1):1–7.
  • Green MF, Kern RS, Braff DL, et al. Neurocognitive deficits and functional outcome in schizophrenia: are we measuring the “right stuff”? Schizophr Bull. 2000;26(1):119–136.
  • Tajik-Parvinchi DJ, Farmus L, Cribbie R, et al. Clinical and parental predictors of emotion regulation following cognitive behaviour therapy in children with autism. Autism. 2020;24(4):851–866.
  • White SW, Schry AR, Miyazaki Y, et al. Effects of verbal ability and severity of autism on anxiety in adolescents with ASD: one-year follow-up after cognitive behavioral therapy. J Clin Child Adolesc Psychol. 2015;44(5):839–845.
  • King G, McPherson AC, Kingsnorth S, et al. Residential immersive life skills programs for youth with disabilities: service providers’ perceptions of experiential benefits and key program features. Disabil Rehabil [Internet]. 2015;37(February 2020):3104–3112.
  • King G, Hartman LR, McPherson AC, et al. Exploring the after-hours social experiences of youth with disabilities in residential immersive life skills programs: a photo elicitation study. Disabil Rehabil. 2022;44(13):3104–3112.
  • King G, Law M, Hurley P, et al. A developmental comparison of the out-of-school recreation and leisure activity participation of boys and girls with and without physical disabilities. Int J Disabil, Dev Educ. 2010;57(1):77–107.
  • Schunk DH, Meece JL, Pintrich PR. Motivation in education: theory, research and applications. In: H. D, Schunk, J. L. Meece & PRP, editors. Social cognitive theory. Essex, United Kingdom: Pearson; 2014. p. 139–194.
  • Shogren KA, Lee J, Panko P. An examination of the relationship between postschool outcomes and autonomy, psychological empowerment, and self-realization. J Spec Educ. 2017;51(2):115–124.
  • King G, Kingsnorth S, Morrison A, et al. Parents’ perceptions of the foundational and emergent benefits of residential immersive life skills programs for youth with disabilities. Res Dev Disabil. 2021;110:103857.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.