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Journal articles on the topic 'Developmental program'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Kim, Seon-Hee, Sung-Hee Lee, and Soo-Jeong Kim. "Effects of applying physical activity programs according to type of developmental delay in children." K Association of Education Research 9, no. 3 (2024): 89–111. http://dx.doi.org/10.48033/jss.9.3.6.

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The purpose of this study is to verify the effectiveness of a type-specific physical activity program for developmentally delayed infants on their physical, language, social, and cognitive development, thereby providing basic data to support the holistic development of developmentally delayed infants. To this end, a physical activity program of 40 sessions over 8 weeks was implemented for three children diagnosed with developmental delay attending a daycare center for children with disabilities in J City, Jeollabuk-do Special Self-Governing Province. Pre-, mid-, and post-tests were conducted u

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2

Sussman, Steve. "A Lifespan Developmental-Stage Approach to Tobacco and Other Drug Abuse Prevention." ISRN Addiction 2013 (April 18, 2013): 1–19. http://dx.doi.org/10.1155/2013/745783.

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At least by informal design, tobacco and other drug abuse prevention programs are tailored to human developmental stage. However, few papers have been written to examine how programming has been formulated as a function of developmental stage throughout the lifespan. In this paper, I briefly define lifespan development, how it pertains to etiology of tobacco and other drug use, and how prevention programming might be constructed by five developmental stages: (a) young child, (b) older child, (c) young teen, (d) older teen, and (e) adult (emerging, young-to-middle and older adult substages). A

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Jansson, Stefan, and Howard Thomas. "Senescence: developmental program or timetable?" New Phytologist 179, no. 3 (2008): 575–79. http://dx.doi.org/10.1111/j.1469-8137.2008.02471.x.

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4

Maguire, Jamie L. "Get With the (Developmental) Program." Epilepsy Currents 20, no. 2 (2020): 102–4. http://dx.doi.org/10.1177/1535759720901606.

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5

Maier, Claire L. "Developmental Program for Neonates Questioned." Physical Therapy 69, no. 11 (1989): 988–89. http://dx.doi.org/10.1093/ptj/69.11.988.

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6

Riswani, Riswani. "Program evaluation in school counseling: improving comprehensive and developmental programs." British Journal of Guidance & Counselling 49, no. 4 (2021): 631–33. http://dx.doi.org/10.1080/03069885.2021.1941757.

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7

Gillian, Edward, Bogna Ferensztajn, Bożena Franków-Czerwonko, and Urszula Paradowska. "The development of a Polish pre-literacy manual based on action research evidence." Problemy Wczesnej Edukacji 36, no. 1 (2017): 75–86. http://dx.doi.org/10.5604/01.3001.0010.2000.

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There is a quantity of research in English speaking countries into the relationship between early oral language concepts and literacy. The research described in this paper attempted to transfer to the Polish language context the knowledge developed in English speaking countries on pre-literacy developmental norms. The aim of the study was also to increase children’s educational chances through an intervention program addressing pre-literacy concept deficit. As part of the research into Polish pre-literacy developmental norms and the teacher development program, a resource book was created with

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8

August-Henry, Sarah, Amy Leman, and Jacinda Dariotis. "How Much Is Enough? Dosage and Duration in 4-H Developmental Contexts." Journal of Youth Development 20, no. 1 (2025): 1–15. https://doi.org/10.34068/jyd.20.01.11.

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While research abounds on the outcomes of out-of-school time programs for youth, most studies focus on programs with similar profiles or within the same program category, leaving a notable gap in examining youth experiences across programs with different delivery modes. The current research investigated the perceived experiences of youth in two programs, 4-H community clubs and 4-H camps. Using the 4-H Thriving Model, the study assessed perceptions of the programs’ developmental contexts on three program elements including youth sparks, sense of belonging, and relationships with adults. Data f

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Song, Chang-keun. "Deriving Parent Education Programs for Career Guidance for People with Developmental Disabilities." Korean Society for Rehabilitation of Persons with Disabilities 27, no. 3 (2023): 165–83. http://dx.doi.org/10.16884/jrr.2023.27.3.165.

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The purpose of this study is to derive a parent education program for career guidance for students with developmental disabilities to compensate for the blind spot of career and vocational guidance after graduating from school. To achieve the purpose of this study, a focus group interview(FGI) was conducted with 9 people, including experts in career and career guidance for people with developmental disabilities and parents with children with developmental disabilities. According to the findings of the study, both experts who participated in interviews and&#x

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Lawrence, Rachael B., Sharon F. Rallis, Laura C. Davis, and Karen Harrington. "Developmental evaluation: Bridging the gaps between proposal, program, and practice." Evaluation 24, no. 1 (2018): 69–83. http://dx.doi.org/10.1177/1356389017749276.

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Developmental evaluation supports grant-funded initiatives seeking innovation and change. Programs born from aspirational grant language and plans often need guidance as they work toward creating workable models for social innovation. This article describes the challenge of designing and implementing complex programs and presents a case that illustrates how a program moves from proposal to practice. The Massachusetts Charter Public School Association Capacity Building Network is a complex intervention, funded by the US federal government, aimed at raising school capacity to serve students with

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Barlow, Kate, Kara Ghiringhelli, Kelsey Sullivan, and Ava Daly. "Developmental Monitoring in Special Supplemental Nutrition Programs for Women, Infants, and Children (WIC) Increases Referrals to Social Supports." Infants & Young Children 37, no. 3 (2024): 157–71. http://dx.doi.org/10.1097/iyc.0000000000000266.

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To examine the impact of developmental monitoring on child referrals, a retrospective data review, comparing seven pilot programs with seven matched controls in Special Supplemental Nutrition Programs for Women, Infants, and Children (WIC) was completed. Pilot programs were trained on developmental monitoring and how to refer families to their local Early Intervention (EI) program, Special Education, or Family TIES (Together in Enhancing Support), services when there is a developmental concern. The “Learn the Signs. Act Early” developmental monitoring program was implemented, and the outcomes

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12

Sedova, Svetlana. "Program structure optimization in the economic mechanism of the developmental programs." Herald of CEMI, no. 2 (2019): 0. http://dx.doi.org/10.33276/s265838870007397-9.

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13

Lee, Na young, and Ji young Lyu. "Death Education Program by Developmental Stage." Korean Educational Research Association 58, no. 1 (2020): 187–219. http://dx.doi.org/10.30916/kera.58.1.187.

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14

Lerner, Richard M. "Plasticity: Genetic Program or Developmental Process?" Contemporary Psychology: A Journal of Reviews 38, no. 11 (1993): 1192–94. http://dx.doi.org/10.1037/032780.

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15

Gow, Neil A. R. "A developmental program for Candida commensalism." Nature Genetics 45, no. 9 (2013): 967–68. http://dx.doi.org/10.1038/ng.2737.

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16

Park, Young-Min, Nyeonju Kang, Yun-Sung Kim, and Dong-Il Kim. "The Effects of Exercise Intervention on Physical Fitness and Problem Behaviors in Children with Developmental Disabilities: Focused on the Development of Evidencebased Exercise Program." Exercise Science 33, no. 2 (2024): 223–33. http://dx.doi.org/10.15857/ksep.2024.00241.

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PURPOSE: Developmental disabilities often result in decreased physical fitness and problematic behaviors. Participating in regular physical activity and exercise is one of the main ways to improve problems associated with developmental disabilities. In this study, we aimed to develop an evidence-based exercise program tailored to the characteristics, disability level, and functional level of children with developmental disabilities.METHODS: The development process is composed of the following nine steps: preliminary literature review, survey of physical activity participation, first expert gro

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17

Wang, David. "A Comparative Study of Developmental Mathematics Pass Rates for Two Student Groups: Emporium Classes and Traditional Lecture-based Classes." International Journal of Chemistry, Mathematics and Physics 6, no. 4 (2022): 19–23. http://dx.doi.org/10.22161/ijcmp.6.4.3.

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Since the turn of the 21st century, the emporium model has become a popular choice for colleges and universities to reform developmental mathematics. The purpose of this study is to determine overall how successful Northeast Metro College (NMC)’s emporium developmental mathematics program is as compared to its traditional lecture-based program by comparing these two programs’ student pass rates in developmental courses. This research is a non-experimental, secondary data quantitative analysis study with nonrandom convenience samples. The findings indicate that generally emporium classes prepar

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18

Roque-Jiménez, José Alejandro, Milca Rosa-Velázquez, Juan Manuel Pinos-Rodríguez, et al. "Role of Long Chain Fatty Acids in Developmental Programming in Ruminants." Animals 11, no. 3 (2021): 762. http://dx.doi.org/10.3390/ani11030762.

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Nutrition plays a critical role in developmental programs. These effects can be during gametogenesis, gestation, or early life. Omega-3 polyunsaturated fatty acids (PUFA) are essential for normal physiological functioning and for the health of humans and all domestic species. Recent studies have demonstrated the importance of n-3 PUFA in ruminant diets during gestation and its effects on pre-and postnatal offspring growth and health indices. In addition, different types of fatty acids have different metabolic functions, which affects the developmental program differently depending on when they

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Ruslyakova, Ekaterina, and Leysan Slobozhankina. "Developmental characteristic of primary schoolchildren: traditional educational program or developmental one?" SHS Web of Conferences 50 (2018): 01150. http://dx.doi.org/10.1051/shsconf/20185001150.

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The following article presents a longitudinal research of mental state and intelligence of primary schoolchildren following different educational programs. Nowadays education in Russia has been undergoing lots of changes. New systems, methods and technologies for teaching children in primary school are being introduced. Therefore, children often display a high level of anxiety and school neuroses. So the problem of mental state of primary schoolchildren associated with the issues of education, upbringing, and development of junior schoolchildren becomes more urgent. Educational programs that t

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Moon, Hyun-Ju, Ju-Hyun Ryu, and Pil-Ho Kim. "Developmental Disability Leader Education Program as Perceived by Developmental Disability Supporters." Journal of the Korea Academia-Industrial cooperation Society 25, no. 4 (2024): 383–92. http://dx.doi.org/10.5762/kais.2024.25.4.383.

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21

Penrose, LDJ, M. Mosaad, TS Payne, G. Ortiz-Ferrara, and HJ Braun. "Comparison of controls on development in breeding lines from Australian and CIMMYT/ICARDA winter and facultative wheat breeding programs." Australian Journal of Agricultural Research 47, no. 1 (1996): 1. http://dx.doi.org/10.1071/ar9960001.

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This study sought to compare developmental controls in breeding a within two winter wheat improvement programs, one Australian and a CIMMYT/ICARDA program based in West Asia. Developmental controls considered were intrinsic earliness, and responses to photoperiod and to vernalization. The reliability with which each control on development had been measured was tested in separate experiments using the wheats utilized in the Australian program. Measures of intrinsic earliness showed significant agreement between experiments, better agreement being found for response to photoperiod and between in

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22

Bhakti, Caraka Putra. "PROGRAM BIMBINGAN DAN KONSELING KOMPREHENSIF UNTUK MENGEMBANGKAN STANDAR KOMPETENSI SISWA." JURKAM: Jurnal Konseling Andi Matappa 1, no. 2 (2017): 131. http://dx.doi.org/10.31100/jurkam.v1i2.63.

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Comprehensive guidance and counseling programs are based on achievement of developmental tasks, potential development, and alleviation of counselee problems. Developmental tasks are formulated as competency standards to be achieved by counselors, so this approach is also called standard-based guidance and counseling. Standards of student competence refers to Standards Independence Competence Learners (SKKPD) which is divided into 11 aspects of development. Successful implementation of comprehensive guidance and counseling program is the fulfillment of six characteristics, namely holistic, syst

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23

Simonton, Kelly, Mengyi Wei, Pamela Kulinna, and Allison Poulos. "Development of a Comprehensive Social-Emotional Learning Questionnaire for Elementary After-School Physical Activity Programs." Journal of Youth Development 20, no. 1 (2025): 1–22. https://doi.org/10.34068/jyd.20.01.12.

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Afterschool settings have continued to be identified as an ideal outlet for supporting youth development in many arenas, including physical activity (PA) behaviors and social emotional learning (SEL) skills. In fact, PA centered programs are ideal settings for youth to 8 develop and practice SEL skills in authentic ways. However, there a several issues as it relates to understanding the impact of said programs. This includes reliable measures of youth perceptions of their SEL skills, the diverse ability of learners who may attend these programs, and the age range of learners. Given the realiti

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24

Westrup, Björn. "Newborn Individualized Developmental Care and Assessment Program (NIDCAP) — Family-centered developmentally supportive care." Early Human Development 83, no. 7 (2007): 443–49. http://dx.doi.org/10.1016/j.earlhumdev.2007.03.006.

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25

Meng, Huan, Yonghwan Kim, and Kyujin Lee. "Impact of a Service-Learning Program Using Soccer Training on the Emotional and Behavioral Problems of Children with Developmental Disabilities." Children 11, no. 4 (2024): 467. http://dx.doi.org/10.3390/children11040467.

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Children with developmental disabilities may develop emotional and behavioral problems that arise from difficulties in social interaction, and therefore, a process of providing and testing intervention activities for emotional and behavioral issues in the early stages of development is required. This study evaluated the effects of a 12-week service-learning exercise program on children with developmental disabilities, contrasting it with a control group not engaged in specific physical activities. The participants included 18 children with developmental disabilities who participated in the ser

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Roll, Anne E., and Barbara J. Bowers. "Promoting Healthy Aging of Individuals With Developmental Disabilities." Western Journal of Nursing Research 39, no. 2 (2016): 234–51. http://dx.doi.org/10.1177/0193945916668329.

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This qualitative case study sought to examine an innovative community outreach nursing program designed to promote healthy aging for more than 250 individuals with intellectual or developmental disabilities living in the community. We analyzed 10 in-depth interviews, one focus group, and various documents using thematic analysis. We researched why the program emerged and found the reasons to be improving the communication with primary care providers, providing person-centered health care, and building on and contributing to existing community-based programs. Findings on what the daily work of

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27

Lucero, Audrey. "Dora's Program: A Constructively Marginalized Paraeducator and Her Developmental Biliteracy Program." Anthropology & Education Quarterly 41, no. 2 (2010): 126–43. http://dx.doi.org/10.1111/j.1548-1492.2010.01074.x.

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28

Akbar, Afsheen. "The Effectiveness of Developmental Educational Programs at Community Colleges." Omegademy Journal of Psychological Research-OJPR 1, no. 1 (2019): 42–53. https://doi.org/10.5281/zenodo.2633040.

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This study examines the literature regarding the origin and the history of developmental education.  It also inspects the developmental students, their characteristics, and components of the current community college developmental programs that help or hinder their success specifically for mathematics courses. The literature review also provides strategies to enhance the effectiveness of classroom teaching and the developmental program as a whole. The data in this is paper emerged from a bigger study that exclusively studied the developmental mathematics students, their attitude towards t

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Tsiftsoglou, Asterios S., Ioannis S. Pappas, and Ioannis S. Vizirianakis. "The Developmental Program of Murine Erythroleukemia Cells." Oncology Research Featuring Preclinical and Clinical Cancer Therapeutics 13, no. 6 (2003): 339–46. http://dx.doi.org/10.3727/096504003108748546.

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30

Grasso, Anthony J., and Irwin Epstein. "Toward a Developmental Approach to Program Evaluation." Administration in Social Work 16, no. 3-4 (1993): 187–203. http://dx.doi.org/10.1300/j147v16n03_11.

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31

FOLEY-SCHAIN, KAREN. "Securing and Nurturing Developmental Program and Services." Journal of Developmental & Behavioral Pediatrics 27, Supplement 1 (2006): S38—S40. http://dx.doi.org/10.1097/00004703-200602001-00011.

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32

Morris, Deb, and Debra Price. "Transformative Teaching in a Developmental Reading Program." Journal of College Reading and Learning 39, no. 1 (2008): 88–93. http://dx.doi.org/10.1080/10790195.2008.10850314.

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BOYER, BARBARA C., and Q. HENRY JONATHAN. "Evolutionary Modifications of the Spiralian Developmental Program." American Zoologist 38, no. 4 (1998): 621–33. http://dx.doi.org/10.1093/icb/38.4.621.

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34

O’Connor, John. "School Based Home Developmental Physical Education Program." Adapted Physical Activity Quarterly 16, no. 1 (1999): 96–97. http://dx.doi.org/10.1123/apaq.16.1.96.

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Matsuda, Jennifer L., та Laurent Gapin. "Developmental program of mouse Vα14i NKT cells". Current Opinion in Immunology 17, № 2 (2005): 122–30. http://dx.doi.org/10.1016/j.coi.2005.01.002.

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Harte, Michael, Polly Endreny, Gil Sylvia, and Heather Munro Mann. "Developing underutilized fisheries: Oregon's developmental fisheries program." Marine Policy 32, no. 4 (2008): 643–52. http://dx.doi.org/10.1016/j.marpol.2007.11.005.

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37

Young, Bonnie J., and Bonnie L. Staebler. "Learning disabilities and the developmental education program." New Directions for Community Colleges 1987, no. 57 (1987): 49–61. http://dx.doi.org/10.1002/cc.36819875707.

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38

Ramachandran, Selvam, and Sudip Dutta. "Developmental Screening Tools for Motor Developmental Delay in High Risk Preterm Infants." Journal of Nepal Paediatric Society 35, no. 2 (2016): 162–67. http://dx.doi.org/10.3126/jnps.v35i2.12954.

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The preterm very low birth weight infants are at high risk of motor developmental delays. The developmental screening tools used by health professionals in pediatric practice serves several purposes viz. as a discriminative screening tool to identify the developmental delay in such high risk infants; as an evaluation tool to quantify the levels of functional skills achieved; as a prognostic tool to quantify the changes in levels of functional skills following specific developmental care interventions and as a predictive tool to predict the quantum of existing or impending neuro-developmental d

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Karan, Orv C., Sara Brandenburg, Margaret Sauer, et al. "Maximizing Independence for Persons Who are Developmentally Disabled: Community-Based Programs at the Waisman Center University Affiliated Facility." Journal of the Association for Persons with Severe Handicaps 11, no. 4 (1986): 286–93. http://dx.doi.org/10.1177/154079698601100409.

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All University Affiliated Facilities conduct interdisciplinary programs of training, education/service, research, and outreach in the area of developmental disabilities. In this article four representative programs of the Waisman Center University Affiliated Facility in Madison, Wisconsin are described. They all share the following common features: each has been designed to augment and support the independence of persons who are developmentally disabled, each is either conducted in a community-based setting or designed to train persons who will work in such settings, and each is used as a reso

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Miyahara, Motohide, and Alena Wafer. "Clinical Intervention for Children with Developmental Coordination Disorder:A Multiple Case Study." Adapted Physical Activity Quarterly 21, no. 3 (2004): 281–300. http://dx.doi.org/10.1123/apaq.21.3.281.

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The teaching process and outcome in a skill theme program and a movement concepts program were described and analyzed in seven children with developmental coordination disorder. It was hypothesized that the skill theme program would improve targeted skills and perceived physical competence, whereas the movement concepts program would improve self-esteem and creativity. The seven children were taught individually by the same student teachers twice a week for a period of five weeks in one of the teaching methods. After a vacation, the teachers changed their teaching strategies and taught the sam

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PARMELEE, ARTHUR H. "Developmental Pediatrics: Not Just the Care of Children with Developmental Disabilities." Pediatrics 76, no. 2 (1985): 329–30. http://dx.doi.org/10.1542/peds.76.2.329a.

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To the Editor.— I am concerned about the article by Bennett et al,1 on a training program in developmental pediatrics. Although I am in agreement with all of the contents of the training program, I am concerned about the narrow definition of developmental pediatrics as only the identification and care of children with developmental disabilities. They state that a major goal was ". . . to differentiate developmental and behavioral pediatrics despite their obvious overlaps and shared expertise" and that the primary focus of behavioral pediatrics is on the behavioral or psycho-social aspects of p

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42

Pinto-Martin, Jennifer A., Margaret Dunkle, Marian Earls, Dane Fliedner, and Cynthia Landes. "Developmental Stages of Developmental Screening: Steps to Implementation of a Successful Program." American Journal of Public Health 95, no. 11 (2005): 1928–32. http://dx.doi.org/10.2105/ajph.2004.052167.

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PARK, Jin-Kyoung, and Sung-Hwa JANG. "Research on developing a integrated arts therapy program using MWTS (Movement with Touch and sounds): Focusing on improving the social skills of adults with developmental disabilities." Korea Dance Movement Psychotherapy Association 7, no. 2 (2023): 49–73. http://dx.doi.org/10.30768/kdmpa.2023.7.2.49.

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This study proposes the impact of an integrated arts therapy program using the Movement with Touch and Sounds (MWTS) of Drama and Movement Therapy(sesame dramatherapy) on improving social skills and usability of the program for adults with developmental disabilities. The participants of the study were eight adults with developmental disabilities belonging to the Adult Development and Rehabilitation Center in Seoul, and the study was conducted once a week (60 minutes) for a total of 28 sessions. Accordingly, this study is meaningful in analyzing the impact of an integrated arts therapy program

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Kitchlew, Naveda. "Does Executive MBA Deliver? Exploration of Developmental Outcomes and Participants’ Perceptions of Delivery Effectiveness." Journal of Management and Research 7, no. 2 (2020): 222–51. http://dx.doi.org/10.29145/jmr/72/070208.

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Critics of the value of the Executive MBA program have not adequately considered the perceptions of Executive MBA students. This paper evaluates performance of an Executive MBA program by exploring students’ preferred developmental outcomes and perceptions about the effectiveness of their Executive MBA program towards delivering the targeted outcomes. Interviews, focus groups and survey were conducted with program’s directors, staff, and current and graduated students in a large privately run university in Punjab province of Pakistan. As a result of a rigorous process, the study identified twe

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Gengoux, Grace W., Salena Schapp, Sarah Burton, et al. "Effects of a parent-implemented Developmental Reciprocity Treatment Program for children with autism spectrum disorder." Autism 23, no. 3 (2018): 713–25. http://dx.doi.org/10.1177/1362361318775538.

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Developmental approaches to autism treatment aim to establish strong interpersonal relationships through joint play. These approaches have emerging empirical support; however, there is a need for further research documenting the procedures and demonstrating their effectiveness. This pilot study evaluated changes in parent behavior and child autism symptoms following a 12-week Developmental Reciprocity Treatment parent-training program. A total of 22 children with autism spectrum disorder between 2 and 6 years (mean age = 44.6 months, standard deviation = 12.7) and a primary caregiver participa

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Ramu, Rajalakshmi, Radhakrishnan Govindan, and Palaniappan Marimuthu. "Effectiveness of training on primary care nurses’ knowledge and screening practice in identification of children at risk for developmental delay: An Indian perspective." Journal of Family Medicine and Primary Care 13, no. 8 (2024): 3067–73. http://dx.doi.org/10.4103/jfmpc.jfmpc_1953_23.

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ABSTRACT Background: In India, overall, 1.5–19.8% of the children were found to be developmentally delayed. The evaluation of development in young children and health professionals’ early referrals for diagnostic assessment will accelerate appropriate early intervention as early as possible. Nurses can screen the children and help the parents by providing the necessary information and support. Aim: To train the primary care nurses on developmental screening and early identification of developmental delay (DD) in children and find the effectiveness of the same. Objectives of the study: To evalu

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Fewell, Rebecca R., and Susan R. Sandall. "Developmental Testing of Handicapped Infants." Topics in Early Childhood Special Education 6, no. 3 (1986): 86–99. http://dx.doi.org/10.1177/027112148600600307.

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Three frequently used procedures for analyzing developmental outcomes are compared using data from one early intervention program. Results vary with each analysis and would lead to different conclusions regarding program effectiveness. The problems with each analysis are discussed and cautions in the use of these methodologies are raised. Alternative measures of child progress are suggested.

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Gilmore, Linda, Marilyn Campbell, and Ian Shochet. "Adapting Evidence-Based Interventions for Students With Developmental Disabilities." Journal of Psychologists and Counsellors in Schools 26, no. 2 (2016): 193–204. http://dx.doi.org/10.1017/jgc.2016.23.

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Students with developmental disabilities have many challenges with learning and adaptive behaviour, as well as a higher prevalence rate of mental health problems. Although there is a substantial body of evidence for efficacious interventions for enhancing resilience and promoting mental health in typically developing children, very few programs have been modified for use with students with developmental disabilities. In this article we present two interventions (Aussie Optimism and the Resourceful Adolescent Program) that have been rigorously tested with typically developing students and subse

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Grigal, Meg, Clare Papay, Frank Smith, Debra Hart, and Rayna Verbeck. "Experiences That Predict Employment for Students With Intellectual and Developmental Disabilities in Federally Funded Higher Education Programs." Career Development and Transition for Exceptional Individuals 42, no. 1 (2018): 17–28. http://dx.doi.org/10.1177/2165143418813358.

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The Transition and Postsecondary Program for Students with Intellectual Disabilities (TPSID) model demonstration program, funded by the U.S. Department of Education’s Office of Postsecondary Education was implemented initially from 2010 to 2015. During this time, 27 institutions of higher education were awarded grants to develop programs for students with intellectual and developmental disabilities (IDD) to access higher education. TPSID programs were charged with developing model demonstration programs that would lead to gainful employment. In this article, we identify predictors of employmen

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Ok, Hye-Sook, and Young-Sim Kang. "A Study on the Process of Changes in Independent Living Skills of Adults with Developmental Disabilities through a Digital Literacy Skills Enhancement Program." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 3 (2025): 665–88. https://doi.org/10.22251/jlcci.2025.25.3.665.

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Objectives The purpose of this study is to examine the process of changes in independent living abilities of adults with developmental disabilities through a digital literacy skills enhancement program. This study developed a tailored digital literacy program for adults with developmental disabilities to enable them to actively manage their health, household tasks, career exploration, and leisure activities. The program was designed to enhance independent living abilities by teaching and applying practical digital skills. Methods The research was conducted using a qualitative methodology. The

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