2026-09-23T05:15:55Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/109465 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Burke, Meghan M Burke, Meghan M Dymond, Stacy K Renzaglia, Adelle Strauser, David Fisher, Kim W. Patton, Kimberly A. 2021-03-05T21:40:31Z 2021-03-05T21:40:31Z 2023-03-05T21:43:00Z 2020-08-25 2020-12 Research has found that transition-aged youth (i.e., ages 14-21) with severe disabilities who engage in household tasks have increased odds of employment after exiting school. Moreover, the odds of youth being employed increase when parents expected that their children would have paying jobs after high school. However, research has not identified the extent that youth with severe disabilities, including intellectual disability (ID), participate in household tasks and how their participation relates to parent expectations for employment. This cross-sectional survey study had two primary purposes. It sought to determine the extent that parents reported their transition-aged youth with intellectual disability participated in household tasks and the level of support their youth required to participate in tasks. Additionally, this study aimed to examine the relationship between youth involvement in household tasks and parent expectations for post-school employment. Parents of 118 transition-aged youth with intellectual disabilities from 28 states participated in the study. Descriptive statistics revealed that youth with intellectual disability had low overall levels of participation in household tasks and often required assistance to participate in tasks. A significant, positive relation was found between increased youth household task participation and high parent expectations for employment. Additionally, correlates of youth household task participation were identified. Specifically, youth with profound ID (versus youth with mild and moderate ID) were significantly less likely to participate in household tasks. Youth with increased engagement in community-based activities and previously paid employment experiences had increased participation in household tasks. Implications for research and practice research are discussed based on the study’s findings. Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2022-12-01 The student, Kimberly Patton, accepted the attached license on 2020-08-18 at 16:08. The student, Kimberly Patton, submitted this Dissertation for approval on 2020-08-18 at 16:14. This Dissertation was approved for publication on 2020-08-25 at 09:56. DSpace SAF Submission Ingestion Package generated from Vireo submission #15775 on 2021-03-04 at 16:18:28 Made available in DSpace on 2021-03-05T21:40:31Z (GMT). No. of bitstreams: 2 PATTON-DISSERTATION-2020.pdf: 1515117 bytes, checksum: e67ea33907e4320788095dffc6f8b91c (MD5) LICENSE.txt: 4212 bytes, checksum: 84afad7300bd87fef202c04627b9218b (MD5) Previous issue date: 2020-08-25 Embargo set by: Seth Robbins for item 117169 Lift date: 2023-03-05T21:40:52Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system Embargo set by: Seth Robbins for item 117169 Lift date: 2023-03-05T21:43:00Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system U of I Only application/pdf http://hdl.handle.net/2142/109465 en Copyright 2020 Kimberly Patton intellectual disability, household tasks, parent expectations, employment Household tasks and parent expectations for employment text Thesis Special Education Special Education University of Illinois at Urbana-Champaign Dissertation Ph.D.