Feasibility of electronic peer mentoring for transition-age youth and young adults with intellectual and developmental disabilities: Project Teens making Environment and Activity Modifications.
Feasibility of electronic peer mentoring for transition-age youth and young adults with intellectual and developmental disabilities: Project Teens making Environment and Activity Modifications.
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DOI：
10.1111/jar.12346
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发表时间：
2018-01
期刊：
影响因子：
--
通讯作者：
Schwartz A
中科院分区：
文献类型：
--
作者：
Kramer JM;Ryan CT;Moore R;Schwartz A
有必要采取辅导干预措施，让过渡年龄青年和有智力和/或发育残疾的年轻人作为导师和被辅导者参与。项目团队是一个解决问题的干预措施，其中包括一个电子同行辅导组件。42名学员和9名导师参加了I/DD。我们分析了记录的同伴指导电话和现场笔记，以指导学员参与，指导目标的实现，以及实施同伴指导所需的支持。总体而言，学员参加了87%的预定电话，并积极参与94%的电话目标。在所有的指导二人组中，导师实现了87%的目标，并且使用支持（指导脚本，直接监督）和忠诚度之间存在显着的关系。具有I/DD的过渡年龄学员可以参与电子同伴指导，以进一步练习解决问题的技能。当经过培训的人员提供支持和个性化的工作便利时，具有I/DD的导师可以实施电子同行指导。
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 is a problem-solving intervention that includes an electronic peer mentoring component. Forty-two mentees and 9 mentors with I/DD participated. We analyzed recorded peer mentoring calls and field notes for mentee engagement, mentor achievement of objectives, and supports needed to implement peer mentoring. 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. 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.
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