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Empowering Adulthood: Enhancing Independent Living Skills in Young Adults with Down Syndrome
No full textThis doctoral capstone project explored the development, implementation, and evaluation of programs at the Down Syndrome Association of Greater Cincinnati (DSAGC) in promoting independence in young adults with Down syndrome. While there were many aspects of this project, there are three main activities highlighted in this report. The first initiative was conducting research on the effectiveness of existing programs to determine how to best meet the needs of this population. From this research and hands-on work with this program, the “Guide to Independent Living” was created, which provides visuals and step-by-step guides for completing instrumental activities of daily living (IADLs). Another project was creating and teaching a class designed to refresh independent living skills in young adults. The outcomes of these projects highlight the importance of occupation-based interventions in non-clinical, community-based settings, as well as the need for ongoing support as individuals with Down syndrome transition to independent living.https://www.exhibit.xavier.edu/ot_capstone/1013/thumbnail.jp
Child & Caregiver Toolkit: Cultivating Self-Regulation After ACEs
No full textThe Caregiver and Child Collaboration Toolkit: Cultivating Self-Regulation After ACEs focused on supporting children at GLAD House, a mental health treatment facility serving youth ages 5–12 impacted by parental substance abuse. These children experience high rates of adverse childhood experiences (ACEs), contributing to challenges in self-regulation, group participation, and healthy decision-making. This doctoral capstone aimed to enhance support through trauma-informed and collaborative approaches to enhance continuity of care. The project involved interviewing professionals to identify effective self-regulation strategies, developing visual and sensory supports for GLAD House, and connecting with local organizations to increase awareness of available community resources. These findings informed the creation of an educational module designed to strengthen communication among staff and providers, promoting consistent strategies and shared language to support children and caregivers. Project outcomes reflected three primary components. First, clinical observations informed comprehensive sensory support recommendations for group rooms, the sensory room, recess bin, and gross motor bin, which were compiled into a prioritization slideshow and Excel sheet used for future grant funding with one grant submitted during the capstone. Second, interviews exploring interprofessional perspectives on self-regulation and collaboration shaped the educational module, which incorporated ACEs education, evidence-based self-regulation frameworks, and community resources. Third, participation in resource tours and meetings resulted in a curated list of local services for caregivers and providers. Overall, the findings highlight the importance of accessible sensory tools, consistent language, and strengthened interprofessional collaboration to better support children who have experienced trauma.https://www.exhibit.xavier.edu/ot_capstone/1014/thumbnail.jp
