Document Type
Presentation
Publication Date
Spring 4-18-2025
Faculty Mentor
Roxanna Bendixen
Abstract
Introduction: According to the Centers for Disease Control and Prevention, 1 in 36 children have Autism Spectrum Disorder (ASD) (CDC, 2023) with 31% of children with ASD having an Intellectual Disability (ID) (Autism Speaks, 2023), and 1 in every 700 babies are born with Down Syndrome (CDC, 2023b). According to the National Longitudinal Transition Study-2 (Shattuck et al, 2011) nearly 40% of individuals with ASD after exiting high school were not receiving any services, such as occupational therapy, case management, medical assessments, etc. The purpose of this capstone is to implement an after-school program for teens with Intellectual and Developmental Disabilities (IDD). The aim of this project is to increase confidence, socialization, and independent living skills in teens with IDD. Additionally, this project aims to enhance socialization in teens with IDD to increase confidence in making friends and interacting with individuals in their job. Methods: a seven-week program for teens with IDD was implemented with alternating skills and social nights every Wednesday afternoon for two hours. The teens (n=4) learned various skills such as laundry, making a sandwich, and understanding emotions, while social nights included arts and crafts, movies, and games. Student volunteers from occupational therapy, physical therapy, and speech language pathology participated in social nights to increase teen engagement and socialization. An emotion check-in was given pre and post session to determine change in emotional regulation over time. Surveys were administered to caregivers of the teens at weeks four and seven. Results: Data from the emotion check-ins were inconclusive. This is due to varying factors, such as change in routine, weather, and independence with emotional regulation. Parent survey results concluded that 100% of the caregivers would recommend this program to someone else and would re-enroll their teen again. Conclusion: Although the emotional check-in data proved inconclusive, feedback from caregivers and teens indicated the program was successful and has good sustainability. The aims of this program were met- increased confidence, socialization, and independently living skills- assessed through observation, conversation with teens, and survey responses. Social activities in the future may include: yoga, dance, sports, art, and music, as well as community collaboration. Skills activities in consideration include: self-care, conversation skills, safety, social media, and money skills.
Centers for Disease Control and Prevention. (2023, April 4). Data & statistics on autism spectrum disorder. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/autism/data.html Autism statistics and facts.
Autism Speaks. (2023). https://www.autismspeaks.org/autism-statistics-asd#:~:text=Autism%20Prevalence&text=31%25%20of%20children%20with%20ASD,all%20ethnic%20and%20socioeconomic%20groups.
Centers for Disease Control and Prevention. (2023b, June 28). Data and statistics on Down Syndrome. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/birthdefects/downsyndrome/data.html
Recommended Citation
Davis, Hayden E., "After-School Program for Teens with Intellectual and Developmental Disabilities" (2025). Entry-Level Occupational Therapy Doctorate - Doctoral Capstone Symposium. 85.
https://medica-musc.researchcommons.org/muscotd-elotd/85