Young adults with intellectual disabilities participating in employment-related activities using the pathways and resources for engagement and participation intervention : A case study

Journal article

Cowan, Harry James Kinneil, Sheppard, Loretta and Harrington, Rosamund. (2024). Young adults with intellectual disabilities participating in employment-related activities using the pathways and resources for engagement and participation intervention : A case study. British Journal of Learning Disabilities. 52(2), pp. 410-421. https://doi.org/10.1111/bld.12580
AuthorsCowan, Harry James Kinneil, Sheppard, Loretta and Harrington, Rosamund
Abstract

Background
Participation-focused interventions are gaining momentum. The Pathways and Resources for Engagement and Participation (PREP) is one such intervention, and it was investigated in this study for its effectiveness in supporting participation in employment-related activities for young adults with intellectual disabilities in Australia.

Methods
The application of the PREP approach was adapted to accommodate COVID-19 restrictions. Data were gathered from multiple sources in a triangulating manner following a case study design. Measures of performance, satisfaction, and a third measure of involvement were collected using the Canadian Occupational Performance Measure (COPM) in a multiple baseline format. The work questionnaire from the Assessment of Life Habits (Life-H) was administered at three time points, and qualitative data were collected post-intervention via a separate semi-structured interview with four young adults with intellectual disabilities and the two occupational therapist facilitators.

Findings
Performance, satisfaction and involvement scores had increased for 75% or more of employment-related goals at follow-up, although these changes were not statistically significant. Visual analysis indicated improved Life-H accomplishment scores post-intervention, but satisfaction with employment scores did not change. PREP was positively perceived, but the young adults reported needing more support from their participation teams.

Conclusions
The PREP intervention shifts the focus from a skills-based approach to a participation approach to practice and empowers young adults with intellectual disabilities to have greater independence over employment goals and related activities. COVID-19 restrictions limited the application of the PREP approach, but the experience was still valued by the participants, although additional training and support for them and the PREP participation team working with them may have further enhanced their experience and participation outcomes.

Keywordsemployment; environment modification; intellectual disability; occupational therapy; participation
Year2024
JournalBritish Journal of Learning Disabilities
Journal citation52 (2), pp. 410-421
PublisherJohn Wiley & Sons Ltd
ISSN1354-4187
Digital Object Identifier (DOI)https://doi.org/10.1111/bld.12580
Scopus EID2-s2.0-85183920345
Open accessPublished as ‘gold’ (paid) open access
Page range410-421
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online31 Jan 2024
Publication process dates
Accepted10 Jan 2024
Deposited26 May 2025
Additional information

© 2024 The Authors. British Journal of Learning Disabilities published by John Wiley & Sons Ltd.

This is an open access article under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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