Using Action Research to Determine the Level of Support Needed in Developing Independence in University Housing for Individuals with an Intellectual Disability

Abstract

The passing of the Higher Education Act of 2008 changed the diversity landscape of universities across the country. The act specifically addressed the inclusion of individuals with an intellectual disability (ID) in college attendance and the creation of a national coordinating center devoted to the development and preservation of postsecondary education (PSE) programs. With these changes the growth of PSE programs across the country have seen an increase to over 270 programs in 2020. Since PSE programming is in its infancy, there is still much research needed to determine best practices to facilitate increased postsecondary outcomes for young adults with an ID. This action research based mixed methods study contributes to this endeavor, especially pertaining to increasing independent living skills and guiding future practices of PSE programming. Through a single-case AB design intervention, it was determined the use of prompt fading was beneficial in increasing the rate of completion in cleaning a dorm room for students with an ID participating in a postsecondary program. In addition, the intervention had social validity among the participants as measured by their responses using a general inductive qualitative approach through interviewing. While the intervention showed a relation with increased clean dorm rooms for the participants, within the guideline of action research it was determined less intrusive measures (e.g., video-chatting) to conduct dorm checks may prove to be more or equally beneficial and should be further evaluated as part of future PSE programming at the researcher’s university. Keywords: postsecondary program, intellectual disability, university, independent living, prompt fading