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Dell'Armo Masters Thesis.pdf (1.26 MB)

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The Role of Adaptive Behavior and Parent Expectations in Predicting Post-School Outcomes for Young Adults with Intellectual Disability

Dell'Armo, Kristin A
http://orcid.org/0000-0002-7086-5558
http://rave.ohiolink.edu/etdc/view?acc_num=osu1512728592831777

Abstract Details

2018, Master of Arts, Ohio State University, Psychology.
This study examined the role of parent expectations and adaptive behavior in predicting outcomes for youth with intellectual disability. The study addresses the following research aims: (1) Describe post-school outcomes and parent expectations for individuals with mild and moderate/severe intellectual disability, (2) Determine the relationship of adaptive functioning and parent expectations to post-school outcomes (i.e., postsecondary education, employment, and independent living) for individuals with intellectual disability, and (3) Compare these relationships to the ones that have been identified in previous research on autism spectrum disorder and determine whether these constructs operate similarly or differently in a sample with intellectual disability. Data from the National Longitudinal Transition Study-2 (NLTS2) was used to address these aims. A sample of students with intellectual disability, but without a co-occurring autism spectrum disorder, were selected for inclusion in the study. Four latent variables were created using data from Waves 1, 2, and 5 of data collection: demographic factors, adaptive behavior, parent expectations, and post-school outcomes. Structural equation modeling was used to test structural models of the relationships between these constructs. Results indicate that post-school outcomes for youth with intellectual disability are worse than outcomes for youth with other types of disabilities overall, and that outcomes for those with moderate/severe intellectual disability are significantly worse than for those with mild intellectual disability. Results from structural equation modeling indicate that, for youth with intellectual disability, adaptive behavior is more important than parent expectations in predicting post-school outcomes. The relationship between these variables appears different for those with intellectual disability than for other types of disabilities, such as autism spectrum disorder. Results support the conclusion that adaptive behavior plays a critical role in post-school success for individuals with intellectual disability and that parent expectations alone are insufficient to ensure positive outcomes for youth with poor adaptive skills. Implications for clinical practice and future research are discussed.
Marc Tassé, PhD (Advisor)
Susan Havercamp, PhD (Committee Member)
Andrew Persch, PhD, OTR/L (Committee Member)
101 p.
Psychology; Special Education
intellectual disability; adaptive behavior; parent expectations; post-school outcomes; transition; autism; NLTS2; employment

Recommended Citations

Citations

  • Dell'Armo, K. A. (2018). The Role of Adaptive Behavior and Parent Expectations in Predicting Post-School Outcomes for Young Adults with Intellectual Disability [Master's thesis, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1512728592831777

    APA Style (7th edition)

  • Dell'Armo, Kristin. The Role of Adaptive Behavior and Parent Expectations in Predicting Post-School Outcomes for Young Adults with Intellectual Disability. 2018. Ohio State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1512728592831777.

    MLA Style (8th edition)

  • Dell'Armo, Kristin. "The Role of Adaptive Behavior and Parent Expectations in Predicting Post-School Outcomes for Young Adults with Intellectual Disability." Master's thesis, Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1512728592831777

    Chicago Manual of Style (17th edition)

osu1512728592831777
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