Evaluating the Social Validity of Project TEAM: A Problem-Solving Intervention to Teach Transition Age Youth with Developmental Disabilities to Resolve Environmental Barriers-Reference-Cited by-同舟云学术

Evaluating the Social Validity of Project TEAM: A Problem-Solving Intervention to Teach Transition Age Youth with Developmental Disabilities to Resolve Environmental Barriers

Published:2017-07 Issue:1 Volume:65 Page:57-75
ISSN:1034-912X
Container-title:International Journal of Disability, Development and Education
language:en
Short-container-title:International Journal of Disability, Development and Education

Author:

Kramer Jessica M.¹,Hwang I-Ting¹,Helfrich Christine A.²,Samuel Preethy S.³,Carrellas Ann⁴,

Affiliation:

1. Department of Occupational Therapy, Boston University, Boston, MA, USA

2. Bristol Community College, New Bedford, MA, USA

3. Department of Health Care Sciences, Eugene Applebaum College of Pharmacy and Health Sciences, Wayne State University, Detroit, MI, USA

4. Developmental Disabilities Institute, Wayne State University, Detroit, MI, USA

Funder

National Institute on Disability, Independent Living, and Rehabilitation Research

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Health Professions (miscellaneous),Education,Health (social science)

Link

https://www.tandfonline.com/doi/pdf/10.1080/1034912X.2017.1346237

Reference54 articles.

1. The effect of the environment on participation of children and youth with disabilities: a scoping review

2. Focusing on the Environment to Improve Youth Participation: Experiences and Perspectives of Occupational Therapists

3. SELF-REPORTED HEALTH CARE SELF-CARE NEEDS OF TRANSITION-AGE YOUTH: A PILOT STUDY

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