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Feasibility of electronic peer mentoring for transition‐age youth and young adults with intellectual and developmental disabilities: Project Teens making Environment and Activity Modifications
Author(s) -
Kramer Jessica M.,
Ryan Cathryn T.,
Moore Rachel,
Schwartz Ariel
Publication year - 2018
Publication title -
journal of applied research in intellectual disabilities
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.056
H-Index - 63
eISSN - 1468-3148
pISSN - 1360-2322
DOI - 10.1111/jar.12346
Subject(s) - intellectual disability , developmental psychology , psychology , transition (genetics) , young adult , peer mentoring , typically developing , pedagogy , autism , psychiatry , biochemistry , chemistry , gene
Background There is a need for mentoring interventions in which transition‐age youth and young adults with intellectual and/or developmental disabilities (I/ DD ) participate as both mentors and mentees. Project TEAM (Teens making Environment and Activity Modifications) is a problem‐solving intervention that includes an electronic peer‐mentoring component. Methods Forty‐two mentees and nine mentors with I/ DD participated. The present authors analysed recorded peer‐mentoring calls and field notes for mentee engagement, mentor achievement of objectives and supports needed to implement peer mentoring. Results Overall, mentees attended 87% of scheduled calls and actively engaged during 94% of call objectives. Across all mentoring dyads, mentors achieved 87% of objectives and there was a significant relationship between the use of supports (mentoring script, direct supervision) and fidelity. Conclusions Transition‐age mentees with I/ DD can engage in electronic peer mentoring to further practice problem‐solving skills. Mentors with I/ DD can implement electronic peer mentoring when trained personnel provide supports and individualized job accommodations.