Occupational Therapy Department, College of Health and Rehabilitation Sciences: Sargent College, Boston University, Boston, MA, USA.
Department of Psychological & Brain Sciences, Boston University, Boston, MA, USA.
Disabil Rehabil. 2022 Dec;44(25):8011-8021. doi: 10.1080/09638288.2021.2008524. Epub 2021 Dec 8.
Youth with disabilities who graduate with a regular high school diploma often continue to have difficulties in their daily functioning that ultimately impact adulthood outcomes. To better understand these functional difficulties and determine how best to address them, it is important to distinguish deficits in discrete skills from difficulty organizing skills to self-manage complex tasks associated with adult roles. The purpose of this study was to explore the extent to which challenges in social, executive function and behavior management factors relate to these two aspects of daily functioning.
This is a secondary analysis of the National Longitudinal Transition Study 2 funded by the United States Department of Education. The direct and indirect associations between youth underlying factors and self-management of daily life tasks (SMDLT) versus discrete functional skills were modelled using structural equation modelling.
A model incorporating social skills, communication, and behavior regulation explained 55% of the variance in SMDLT. In contrast, the model predicting discrete functional skills had fewer significant associations and described less variance (37%) in the outcome.
Findings suggest that using measures of SMDLT and designing targeted interventions for SMDLT might help improve participation in independent living and productivity for diploma-track youth with disabilities.Implications for rehabilitationSuccessful transition from high school to adult roles requires the ability to self-manage the daily life tasks required for those roles, such as employment, post-secondary education, and independent living.The ability to self-manage daily tasks is distinct from mastery of discrete functional skills and should be assessed with measures that uniquely examine this domain.Social and communication skills, executive functioning, and behavioral regulation, are important contributors to the ability to self-manage life tasks for diploma-track youth with disabilities and should be incorporated into multifaceted interventions.Interventions to improve self-management of tasks should include teaching strategies and practice coordinating underlying skills in flexible ways that meet the varying demands of tasks and diverse environments.
拥有普通高中学历的残疾青年在毕业后常常在日常生活功能方面仍存在困难，而这些困难最终会影响他们成年后的结果。为了更好地理解这些功能障碍，并确定如何最好地解决这些问题，区分特定技能缺陷与难以组织技能以自我管理与成人角色相关的复杂任务非常重要。本研究的目的是探讨社会、执行功能和行为管理因素方面的挑战与日常生活功能的这两个方面有何关联。
这是美国教育部资助的国家纵向过渡研究 2 的二次分析。使用结构方程模型对青年潜在因素与日常生活任务自我管理（SMDLT）与离散功能技能之间的直接和间接关联进行建模。
一个纳入社会技能、沟通和行为调节的模型解释了 SMDLT 55%的方差。相比之下，预测离散功能技能的模型具有较少的显著关联，并且对结果的描述性方差较小（37%）。
研究结果表明，使用 SMDLT 测量和设计针对 SMDLT 的干预措施可能有助于提高残疾文凭跟踪青年在独立生活和生产力方面的参与度。
成功地从高中过渡到成人角色需要有能力自我管理这些角色所需的日常生活任务，例如就业、高等教育和独立生活。自我管理日常任务的能力与掌握离散功能技能不同，应使用专门考察这一领域的测量方法进行评估。社会和沟通技能、执行功能和行为调节是残疾文凭跟踪青年自我管理生活任务能力的重要贡献者，应将其纳入多方面的干预措施中。提高任务自我管理的干预措施应包括教授策略和实践，以灵活的方式协调潜在技能，以满足任务和不同环境的各种需求。
