Abstract
Adults with intellectual disability (ID) are living longer and increasingly outlive family caregivers. Strengthening independent living and vocational skills has therefore become a critical public-health priority. Occupational therapy (OT) can address this need through person-centered, community-based programming. This paper describes the co-design, delivery, and preliminary outcomes of a short occupation-based curriculum intended to enhance autonomy and work readiness in aging adults with ID. In partnership with a Dallas, Texas nonprofit, the authors conducted a needs assessment and created an 8-session course rooted in the Independent Living Model and the Occupational Competence Model. The curriculum addressed four domains (physical health, financial management, community safety, and vocation) through twice-weekly, 1-hour sessions that combined interactive instruction, peer modelling, hands-on practice, and SMART goal setting. Weekly caregiver packets reinforced learning. Evaluation consisted of pre- and post-caregiver surveys, session feedback forms, and semistructured participant interviews. Nine adults enrolled and eight (89%) completed the program. Caregivers reported a mean 8% rise in perceived independence across targeted domains, and 86% observed greater initiative at home. Participants noted a clearer understanding of essential tasks, including meal preparation, hygiene, safety, and job exploration. Seven participants requested additional sessions. Hands-on activities, mentorship, and scenario-based safety drills were identified as the most helpful elements, whereas money management remained challenging. A brief, occupation-centered, co-designed program was feasible, acceptable, and yielded modest yet meaningful gains in independence and self-advocacy for adults with ID. OT practitioners and community organizations can adapt this multi-component model to foster autonomy, reduce caregiver burden, and advance inclusion. Future studies should incorporate objective skill measures and longitudinal follow-up to assess sustained impact and scalability.
Keywords: intellectual disability, occupational therapy, independent living, aging, community-based program, vocational readiness, co-design, self-advocacy
Plain Language Summary
Adults with intellectual disabilities (ID) are living longer and often outlive their caregivers. Improving independent living and job skills is now a key public health goal. Occupational therapy (OT) can help through community-based programs.
This study aimed to create and test a short course to boost independence and job readiness for aging adults with ID. Working with a nonprofit in Dallas, Texas, the authors assessed needs and developed an eight-session course. This course focused on four areas: physical health, money management, community safety, and work skills.
Each session lasted 1 hour and included interactive lessons, peer modeling, hands-on practice, and goal setting. Caregivers received weekly packets to support their loved ones' learning.
Nine adults joined the program, and eight (89%) completed it. Caregivers reported an average 8-point increase in perceived independence. Most noted greater initiative at home. Participants felt more confident in tasks like cooking, hygiene, safety, and job exploration. Seven wanted more sessions. They found hands-on activities and safety drills most helpful, though money management remained tough.
In conclusion, this brief, practical program was feasible and accepted. It showed small but meaningful improvements in independence and self-advocacy for adults with ID. OT practitioners and community groups can adapt this model to promote autonomy and lessen caregiver stress. Future research should look at long-term impacts and skill measures.
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Recommended Citation
Fetter, Sara K. OTD, OTR; Martin, Jennifer L. OTD, OTR, CHT, CLT; and McCarroll, Michele L. PhD, FAACVPR, ACSM-CCEP, CCRP, LSSBB
(2026)
"Independent Living Skills for the Aging Population of Adults with Disabilities,"
Developmental Disabilities Network Journal: Vol. 5:
Iss.
2, Article 22.
DOI: 10.59620/2694-1104.1153
Available at:
https://digitalcommons.usu.edu/ddnj/vol5/iss2/22
Included in
Accessibility Commons, Developmental Psychology Commons, Development Studies Commons, Disability Studies Commons, Educational Assessment, Evaluation, and Research Commons, Occupational Therapy Commons, Other Social and Behavioral Sciences Commons, Personality and Social Contexts Commons, Social Justice Commons, Social Policy Commons
