Abstract
We aimed to find out if life skills training was an effective intervention for improving social participation for individuals with intellectual disabilities (ID). In the United States, approximately 6.5 million people have an intellectual disability (Special Olympics, 2020). An intellectual disability is best defined as significant limitations in adaptive behaviors and intellectual function according to the American Association on Intellectual and Developmental Disabilities (American Association on Intellectual and Developmental Disabilities, n.d.). Limitations in adaptive behaviors and intellectual function have a large impact on an individual’s ability to participate in day-to-day life. Our roles, routines, and expectations in society change and become more complex as we age. Individuals with ID tend to have a much harder time adjusting and adapting than others. This helps to explain why common trends within this population include less community participation, fewer social relationships, and lower leisure and employment participation (Ideishi, D’Amico, & Jirikowic, 2013). Government funded financial support is provided to nearly 9.5 million children and adults with intellectual and developmental disabilities (IDD) (Braddock et al., 2018). The average cost per-person in the 2015 fiscal year was $16,518 per person for individual and family support, which provides public funding to children and adults with IDD living with family, in addition to adults living in neighborhood homes and apartments (Braddock et al., 2018). Individual and family support is considered to be the most cost-effective source of government support for individuals with IDD, compared to options like group homes and state and private institutions which, on average, cost $73,384 per person (Braddock et al., 2018). While this option may decrease the burden government programs feel to support this population, an increased burden is placed on the family members who care for these individuals. In order to increase social participation to promote independence of individuals with ID appropriate support, opportunities, and skill development need to be established and accessible. Common themes of effective skills training including video modeling, practice, and feedback were found in a variety of studies conducted on the topic. Individuals with ID enjoyed group-based skills interventions and demonstrated skill development as well as maintenance and carryover of skills.