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What is the Effect of Life Skills Programs on Children with Disabilities?

Nicole Olnhausen

Arizona State University

PPE 310: Healthy Learning Communities

Dr. Houston and Mr. Gerbic (Group 9)

Signature Assignment

November 15, 2017

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Introduction

Persons with disabilities have always been a part of the human race. It was not until

more recent years when professionals and the public began understanding disabilities. Just one

hundred years ago, people with disabilities were seen as burdens on society and placed in insane

asylums- the people turned a blind eye. Fast forward to 2004 and children of all abilities, are

protected under IDEA. The Individuals with Disabilities Education Act (IDEA) is a law

ensuring services to children with disabilities throughout the nation. IDEA governs how states

and public agencies provide early intervention, special education and related services to more

than 6.5 million eligible infants, toddlers, children and youth with disabilities (U.S. Department

of Education, 2017).

IDEA has helped thousands (perhaps millions) of children get support and a good

education. Unlike many think, IDEA does not exclusively apply to public schools. It applies to

just about any related services to special education, including life skills.

Life skill programs are to help children, with disabilities, gain independence in all aspects

of their lives. They often focus on social emotional development, skills required to maintain a

home, vocational development, and so much more. Speaking from experience, working in a life

skills program is a rewarding experience. I saw a lot of improvement made by several students

during my time. I was only working with the program for a short time and did not see any long-

term effects because of it.

What are the effects of a life skills program on a child with disabilities? Many may

assume they are all good outcomes. How are we to know? Everyone learns differently and have

different disabilities. It could depend on many factors.

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We will explore research findings and a plan I developed (a life skills program) that helps

any children who are not getting the most out of these programs. I want to create a program that

leaves no child behind. The program will be persistent in making sure every childs quality of

life is improved.

Abstract

Life skills programs were created to help children (and adults) with disabilities

intellectual, cognitive, or physical = develop daily skills needed for independence. The goal for

every person is independence. Life skill programs meet several times a week, each session a few

hours long, to practice daily skills like brushing teeth, socializing with peers, cleaning, cooking,

exercise, and more. The children practice IEP goals as well.

There are some life skill programs that are better than others. It is important to research

and analyze what makes a successful life skills program for an overall healthy and better quality

of life for each child. It is important to assess the different teaching strategies and recorded data

to identify the best approaches to helping these children.

Literature Review

Loretta Sheppard and Carolyn Unsworth created a study, Developing skills in everyday

activities and self-determination in adolescents with intellectual and developmental disabilities

(2010). In their study, they conducted an 8-week program to determine if a residential program,

educating children in self and family care, life management, recreation/leisure, and

social/vocational skills, would increase their abilities to independently do these skills. According

to their research, and a three month follow up, the scores increased greatly, proving the

effectiveness of life skill programs.

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In order to conduct the experiment, Sheppard and Unsworth gathered materials for their

methods. Their subjects were at a rural specialist school in Australia. The school provides

educational programs for approximately 250 students, ages 5 to 18 years, with mild,

moderate, and profound intellectual and/or physical disabilities (Sheppard and Unsworth,

2010). According to their study, they used an intervention method to complete the experiment.

Through this intervention, they created structure/organization, created a task analysis and a

prompting system, recorded data for skill development, and enhanced social skills. Their data

showed, 20 of 30 participants improved significantly on AMPS Motor scores between

baseline and post program and 9 of these 20 either maintained that improvement to within 0.5

logits or improved further at follow-up. Nineteen of 30 participants improved significantly on

AMPS Process scores, and 13 of these 19 either maintained that improvement to within 0.5 logits

or improved further at follow-up (Sheppard and Unsworth, 2010). This proves the effectiveness/

benefits of having a life skills program.

A study was conducted by Wesley H. Dotson, David M. Richman, Layla Abby, Samuel

Thompson, and Anthony Plotner (2013) to understand teaching skills related to self-employment

to adults with disabilities. They claim job opportunities, for people with disabilities, have grown

over the last few decades. They believe that with the right teaching, people with disabilities can

learn the skills required to not only have a job but run their own business.

When it comes to conducting the study, the examiners had a small subject group. Eight

students from a Transition Academy at a state university in Texas participated in this study.

Three participants were male and five were female. The participants did not present any aberrant

behavior (Dotson, Richman, Abby, Thompson, and Plotner, 2013). In their experiment, they

used an analog business setting, a token economy, and different locations. They focused on
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target behaviors, worker jobs skills, supervisor job skills, and office worker job skills. The results

showed, As a group, all eight participants showed substantial improvements in the performance

of all three sets of job skills following teaching and working shifts in the natural environment

(Dotson, Richman, Abby, Thompson, and Plotner, 2013).

Another group, S. Raz-Silbiger, N. Lifshitz, N. Katz, S. Steinhart, S.A. Cermak, and N.

Weintraub (2015) conducted a study regarding the Relationship between motor skills,

participation in leisure activities and quality of life of children with Developmental Coordination

Disorder: Temporal aspects. These examiners expected to see a relationship between motor

skills and participation in vigorous activities.

Their method involved several components. Their participants were children with DCD

recruited from an out-patient clinic for children with mild motor and sensory disabilities and

from a workout facility for children with special needs (Raz-Silbiger, et al., 2015). In order to

conduct the experiment, they needed participation from subject and quality of life measurement,

movement assessment battery, medical/motor/demographic questionnaire, and a pediatric quality

of life inventory. The results showed, The two groups motor skills and functional difficulties

are described in Table 1. As can be seen, compared to the typical group, the motor skills

(MABC-2) of the children with DCD were significantly lower and children with DCD had more

functional difficulties the motor skills (MABC-2) of the children with DCD were significantly

lower and children with DCD had more functional difficulties (Silbiger, et al., 2015).

The last study reviewed involved examiners Gillian King, Shauna Kingsworth, Amy

McPherson, Kimberlea Jones-Galley, Madhu Pinto, Melisson Fellin, Natalie Timbrell, and Diane

Savage (2016). Their experiment was, Residential immersive life skills programs for youth with

physical disabilities: A pilot study of program opportunities, intervention strategies, and youth
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experiences. They had a goal of finding opportunities to promote acquisition of skills (King, et

al., 2016), the experience of parents and children before and after the program and assess change

and/or any maintenance before and after the program. Their setting was a three-week

independence program. In order to conduct the experiment, they need to create a pilot study

design, recruit participants, gather youth background information, and create activity settings for

analysis. Their results showed, The findings support moving ahead with a multi-site

longitudinal study employing the measures piloted here and examining youth outcomes of self-

determination and self-efficacy (King, et al., 2016).

I conducted a literature review on the effect of life skills on children with disabilities. It is

well known, in this industry, that life skill programs are beneficial. However, it is important to

know what particular strategies are beneficial. Is there a method to the effectiveness of life skill

programs?

Synthesis of Information

Looking at the research, it is safe to say that the act of going to a life skills program

improves a childs skills set significantly. They get the opportunity to practice daily skills they

need to live independently. Each of the four journals experimented with something a little

different; they had a different focus on life skills programming. However, they all saw big

improvements in their participants.

The similar themes between the articles was life skills and the act of participating. It was

noticeable, to me, that the researchers all mentioned the participants did not have any major

behavioral issues that would interfere with the study. They all dealt with mild to moderate

disabilities. They also all worked with adolescents (some experiments with more than just

adolescents). The differing themes would be their focuses. For example, one article focused on
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vocational skills while another focused on intellectual skills. They all had a different focus when

it came to the skill set they were examining.

After reading all the material, it is safe to say life skill programs are effective in

improving the overall quality of life for children (and adults) with disabilities. This research

supports my stance on the effectiveness of life skills and its health benefits because of the quality

of life improvement. When people can independently do things on their own, like brushing their

teeth or feeding themselves, it gives them a sense of purpose. It proves to themselves they are not

burdens on their loved ones and that they are valuable. Teaching these daily living skills boost

self-efficacy, self-confidence, self-esteem, and elevate overall moods. It could possibly take

some children out of depression. In these programs, they also learn about eating healthy and

exercise. For some of these children exercise and diet are difficult tasks to combat (due to

allergies or motor capabilities). These programs help teach them alternatives or improve upon

activities that make it easier. When we eat right and exercise, we naturally feel better because

endorphins are released in response to pain, stress, and/or fear. The children also learn how to

dream big. Most life skill programs teach vocational skills needed for the workforce. Once the

children prove to themselves they can do multiple tasks, they see a future, a purpose, for

themselves, rather than feeling like a burden.

In my community, there is a program called Arizona Centers for Comprehensive

Education and Life Skills. They help teach these skills to Phoenix children and adults. ACCEL

provides a comprehensive instructional program using multisensory instruction, personalized

attention to individual needs, customized research-based programming, social emotional skills,

fundamental life skills, post-graduation career and job training (ACCEL, 2015). They also have

a day center for adults. All of these services help improve Phoenix childrens quality of life.
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Practical Implications
Marketing

Marketing is extremely important when it comes to promoting a life skills program.

Many parents and caregivers are not aware this type of resource exist if they were not referred to

it. For this particular life skills program, I have created three visual ads (See Appendix A). My

goal was to make them mysterious (to the families unaware of this type of service). Curiosity

will lead them to call the number and find out more information.

Marketing tool A focuses on a general audience ad (not targeting a disability) that

explains the general services we provide. It has a contact number that people can rip off the sheet

(as there are many tabs to do so).

Marketing tool B focuses on Autism. For children with ASD, life skill programs are

extremely popular and make up majority of the population. It seems fit to keep appealing to this

crowd. This ad is also mysterious but adds a sense of purpose for the person reading it. This ad is

targeted directly at children with Autism. The hope is they read the ad and match the desires the

ad is offering.

Marketing tool C focuses on Down syndrome. This disability is also common in life

skill programs because of their abilities. Life skills are good programs to teach vocational skills

to people with Down syndrome. This way, they can get the best job they think they can get. This

ad is directed towards the family members of a person with Down syndrome. Mystery is key to

motivated calls as well. Because the audience is family members, a list of services was provided

on this ad as well.

Funding

Funding is crucial in any business; however, it is unique for Life Skills. Funding can be

provided through the Department of Developmental Disabilities (DDD), a branch of AHCCCS,

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in Arizona. The children can enroll through this insurance program to get the services for free.

There is a lot of paperwork that comes with the DDD funding such as data, timesheets, service

hours, and more. The caregiver, direct care provider, and an authorized administrative staff

member all sign off on the paperwork filed. The administration organizes it by categorizing what

stays at the company office, what goes to the parents, and what is sent to the DDD.

Administration

The administration is made up of five people: program director, assistant program

director, behavior specialist, owner of program, and front desk administrator. The program

director is in charge of billing (employee payment, DDD funding, etc.) and overseeing program

functions. They are to coordinate with the behavior specialist regarding curricula. The assistant

director is in charge of all of the childrens well-being, scheduling employee hours, and any

work the director needs to delegate. The behavior specialist coordinates with the director about

the curriculum and creates behavior plans for children in need. The owner oversees

administrative staff and budgeting. The front desk administrator oversees collecting billing (and

organizing it), taking calls, answering questions, recruiting new clients, and ordering supplies.

Schedule

There is a monthly calendar that has the meeting times for each group session. There is

also outside session activities the children can sign up for with parent consent. For the month

demonstrated, there are field trips to the mall via bus (to teach public transportation) and to the

movies. Both junior and senior life skills have an opportunity at both and are separated during

the field trip opportunities.

There are two separate daily schedules. One for each group (junior and senior life skills).

The schedules are similar but are different to accommodate age appropriate information, time,
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and more. Different age groups have slightly different priorities. These schedules allow for that.

It is okay if the groups go off schedule from time to time.

Education

The education will have a primary focus on life skills needed to be independent. These

skills range from social skills, vocational skills, executive function skills, communication skills,

and more. The program schedule is set up to help with homework, if needed, to encourage

confidence in academia (what it takes to be successful in academia requires some life skills).

There will be a curriculum in place to help the children learn new skills. Each topic will

be studied for a month and will have topics such as: exercise, healthy eating, transportation, and

more.

The direct care providers are to record data and write summaries of each childs day. No

grades are given at life skills, but this is a subtle way for the program staff and DDD to record

progress.

There is required training for all staff. There are annual trainings given by the company

regarding teaching methods and behaviors. Staff is required to maintain their Article 9

certification, CPR/First Aid, and other educational requirements needed.

Engagement

Life Skills will help with community engagement because it will bring awareness to the

companies and individuals we interact with on fields trips. The community will learn, through

experience, how to talk with and make accommodations for children (and adults) with

disabilities. It will also have the reverse effect on the children in the life skills program. The

children will learn how to interact with safe strangers. They will also learn how to ask for
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accommodations to fit their needs without having negative feelings about it. For example, if

there is a student who is riding the bus to the mall with us (a field trip), the child will learn how

to confidently ask for assistance and the driver will learn how to accommodate their passengers

needs graciously.

Conclusion

After gathering an abundance of research, it is safe to say children who have disabilities

receive positive effects from attending life skill programs. Children will most likely see an

improvement in one or several skill areas required for independence (depending on their length

of attendance and dedication). This is crucial information for the children and their families to

know because gaining independence improves these children overall quality of life. They may

lead healthier and happier lives after a life skills program thanks to all the exercise/health

information, discovering their passions/ friendships, and eliminating stress that comes with

disability limitations.

Ideally, it would be wonderful for the program I have created to be operating for decades

to come. In order to do this, there would need to be long term goals set in place. For example, in

one year from now, I would expect 85% or more of the program seats filled with children. By

year three, new/ revamped trainings for the employees that focused on new behavior research

will be underway. In five years, I would like to see the program expand to a second location and

expand services provided (such as in-home direct care/habilitation).

For the employees of the life skills program, they will feel a sense of fulfillment with

their service. They will develop strong open minds and positive outlooks on life simply because

they have witnessed, what seem to be impossible, become possible. For the community, they will
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learn to not judge a book by its cover. They will see a person for who they are and not define

them by their disabilities. Members of the community will develop open minds and hope, too.
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APPENDIX A

MARKETING TOOL B

YOU HAVE POTENTIAL

Join Life Skills to find it.

You are valuable.

Call: 480-555-1278 for more info about enrollment.
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MARKETING TOOL C

WE DONT COUNT
CHROMOSOMES
Join our Life Skills program!
We love helping children find their passion, purpose, and self. We refuse to let disabilities
define a person.
Know a loved one who has Down syndrome? Inform them about our life skills program! We
specialize in: Vocational training, social skills, executive function skills, and more!

Please call 480-555-1278 for details regarding enrollment, insurance, and curriculum details.
Children 6-22 years old.
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MARKETING TOOL A [Item]

[Contact Info]

[Item]
[Contact Info]

[Item]
[Contact Info]

[Item]
[Contact Info]

[Item]
[Contact Info]
Life Skills!
[Item]
Have a child with a disability? Want to see them succeed past their
limitations? [Contact Info]

SO DO WE! [Item]
[Contact Info]
Enroll your child into our life skills program to
[Item]
gain independence! [Contact Info]
We specialize in:
Social skills [Item]
Executive functions [Contact Info]
Health and exercise
Vocational skills [Item]
More! [Contact Info]
Feel free to gives us a call regarding insurance questions and more!
[Item]
[Contact Info]

[Item]
[Contact Info]

[Item]
[Contact Info]

[Item]
[Contact Info]
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PROGRAM CALENDAR

JAN 2016
SUN MON TUE WED THU FR I SAT

1 2 3 4 5 6
CLOSED Senior Life Junior Life Senior Life Junior Life FIELD
Skills Skills Skills Skills TRIP-
2:00 PM- 2:00 PM- 2:00 PM- 2:00 PM- Movie
6:00PM 6:00PM 6:00PM 6:00PM Theatre
Senior Life
7 8 9 10 11 12 Skills 13

CLOSED CLOSED Senior Life Junior Life Senior Life Junior Life
FIELD
Skills Skills Skills Skills
TRIP- Mall
2:00 PM- 2:00 PM- 2:00 PM- 2:00 PM-
expenditure
6:00PM 6:00PM 6:00PM 6:00PM
via city bus
Senior Life
14 15 16 17 18 19 Skills 20
CLOSED CLOSED Senior Life Junior Life Senior Life Junior Life FIELD
Skills Skills Skills Skills TRIP-
2:00 PM- 2:00 PM- 2:00 PM- 2:00 PM- Movie
6:00PM 6:00PM 6:00PM 6:00PM Theatre
Senior Life
21 22 23 24 25 26 Skills 27
CLOSED CLOSED Senior Life Junior Life Senior Life Junior Life FIELD
Skills Skills Skills Skills TRIP- Mall
2:00 PM- 2:00 PM- 2:00 PM- 2:00 PM- expenditure
6:00PM 6:00PM 6:00PM 6:00PM via city
bus- Junior
28 29 30 31 Life Skills
CLOSED CLOSED Senior Life Junior Life Senior Life
Skills Skills Skills
2:00 PM- 2:00 PM- 2:00 PM-
6:00PM 6:00PM 6:00PM
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JUNIOR LIFE SKILLS SCHEDULE

Junior Life Skills (6-12 years old)

2:00pm- Group discussion
- How did your day go? What happened?
2:45pm- Exercise
- New/different activity every session.
3:15pm- Reading
- Practice reading to teachers and/or talk about story content
3:45pm- Break
4:20pm- Homework help
4:40pm- Games in groups
- Any type of game involving multiple people and communication
5:00- Lesson of the day
-Coinciding with curriculum
-Group discussion about topic
5:15- Hygiene rituals
-Brushing teeth
-brushing hair
-Washing hands/ face
5:30- Clean up
- Clean up after themselves (if not done already)
5:40- Free time
-Until parents pick up at 6:00pm.
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SENIOR LIFE SKILLS SCHEDULE

Senior Life Skills Daily Schedule (13-22 years old)

2:00pm- Group discussion
- How did our days go? What happened?
2:45pm- Exercise
- New/ different activity every session.
3:15pm- Homework help
3:45pm- Games in groups
- Board games, made up games, and anything else to support socialization, attention span,
and multistep directions
4:15pm- Lesson of the day
- Coinciding with the curriculum
- Group discussion about the topic
4:45pm- Break
5:00pm- Hygiene rituals
- Brushing teeth,
- Brushing hair
- Washing hands/ face
5:30pm- Clean up
-Clean up the day (with cleaning jobs: trash, dishes, tables, etc.)
5:50pm- Free Time
Wait until parents pick up at 6:00pm.
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References

ACCEL. (2015). ACCEL school services. Retrieved October 31, 2017, from
http://www.accel.org/school-services/

Dotson, W. H., Richman, D. M., Abby, L., Thompson, S., & Plotner, A. (2013). Teaching skills
related to self-employment to adults with developmental disabilities: An analog
analysis. Research in Developmental Disabilities, 34(8), 2336-2350.
doi:10.1016/j.ridd.2013.04.009

King, G., Kingsnorth, S., Mcpherson, A., Jones-Galley, K., Pinto, M., Fellin, M., . . . Savage, D.
(2016). Residential immersive life skills programs for youth with physical disabilities: A
pilot study of program opportunities, intervention strategies, and youth
experiences. Research in Developmental Disabilities, 55, 242-255.
doi:10.1016/j.ridd.2016.04.014

Raz-Silbiger, S., Lifshitz, N., Katz, N., Steinhart, S., Cermak, S., & Weintraub, N. (2015).
Relationship between motor skills, participation in leisure activities and quality of life of
children with Developmental Coordination Disorder: Temporal aspects. Research in
Developmental Disabilities, 38, 171-180. doi:10.1016/j.ridd.2014.12.012

Sheppard, L., & Unsworth, C. (2010). Developing Skills in Everyday Activities and Self-
Determination in Adolescents With Intellectual and Developmental
Disabilities. Remedial and Special Education, 32(5), 393-405.
doi:10.1177/0741932510362223

U.S. Department of Education. (n.d.). Building the legacy: IDEA 2004. Retrieved October 31,
2017, from http://idea.ed.gov