Vanderbilt University Medical Center, Nashville, TN, USA.
Vanderbilt University, Nashville, TN, USA.
Behav Modif. 2021 Mar;45(2):324-348. doi: 10.1177/0145445520982968. Epub 2020 Dec 23.
Inclusive postsecondary education programs for adults with intellectual and developmental disabilities (IDD) are proliferating across the United States. Although college can be a formative time for any student, there has been limited research on the growth that college students with IDD may experience during their time on campus. We address this gap by using a longitudinal design to examine the adaptive behavior, self-determination, executive functioning, and social skills of college students with IDD across three points in time-upon initial entry into the program, at the end of their first year, and at the end of their second year. Analyses suggested significant improvements in adaptive behavior and self-determination across the first year of the program. We offer recommendations for research and practice aimed at documenting and promoting growth for students with IDD throughout their collegiate experience.
美国各地涌现出越来越多针对成年智力和发育障碍（IDD）人士的包容性高等教育项目。虽然大学对于任何学生来说都是一个塑造性的时期，但对于智障大学生在校园期间可能经历的成长，研究却十分有限。我们通过使用纵向设计来研究智障大学生的适应行为、自我决定、执行功能和社交技能，跨越三个时间点——进入项目时、第一学年末和第二学年末，以此来解决这一差距。分析表明，在项目的第一年中，适应行为和自我决定方面有显著改善。我们为研究和实践提供了建议，旨在记录和促进智障学生在整个大学生涯中的成长。
