Abstract
Date Presented 03/23/24
This ethnographic study explored experiences of people with intellectual and IDD and their families participating in a friendship program and identified factors that influence the quality of their experiences. Results illustrate OT’s role at an organizational level.
Primary Author and Speaker: Valerie Sobol
Additional Authors and Speakers: Valerie Strange
44% of people with an IDD face isolation and loneliness which impacts social participation (Alexandra et al., 2018; Wilson et al., 2016). Limited communication, physical, or social skills a person with an IDD may experience creates further disadvantage, negatively impacting social inclusion (King et al., 2013). Occupational therapists (OT) can analyze the diverse needs of this population and identify supports that lead to meaningful engagement with others. This qualitative ethnographic study used purposive sampling to explore the experiences of people with and without IDD and their families participating in a friendship program in the northeast region of the United States to better understand opportunities and challenges that impact their experiences. 59 Informants complete semi-structured interviews and focus groups. Primary investigator collected data from these interviews, field notes, reflective journaling, and mentor supervision during the 14-week immersion. Data analysis provided rich information regarding facilitators and barriers to the program that impact quality of experiences leading to four themes. The first theme related to differing motivations impacting participant’s level of commitment in the program. The second theme revolved around factors that equate to successful friendship development such as what people look for and training needs to better understand and interact with differing abilities. The third theme included challenges versus opportunities related to the organization such as focusing the priorities on human connection and inclusivity. The fourth theme identified parental burden and the continued and increasing need to support their adult children’s quest for social participation. The poster presentation will conclude with recommendations to enhance friendship development and social participation within this program. Implications and potential for OT in a consultative role at the organizational level will also be discussed.
References
Alexandra, P., Angela, H., & Ali, A. (2018). Loneliness in people with intellectual and developmental disorders across the lifespan: A systematic review of prevalence and interventions. Journal of Applied Research in Intellectual Disabilities, 31(5), 643–658. https://doi- org.libraryproxy.quinnipiac.edu/10.1111/jar.12432.
King, M., Shields, N., Imms, C., Black, M., Arden, C. (2013). Participation of children with intellectual disability compared with typically developing children. Research in Developmental Disability, 34(5). https://doi.org/10.1016/j.ridd.2013.02.029
Wilson, N., Jaques, H., Johnson, A., & Brotherton, M. (2016). From social exclusion to supported inclusion: Adults with intellectual disabilities discuss their lived experiences of a structured social group. Journal of Applied Research in Intellectual Disabilities, 30(5). https://doi.org/10.1111/jar.12275
