A 25-Year Meta-Analysis of Interventions Conducted in Postsecondary Education Programs for Students with Intellectual and Developmental Disabilities.
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| Title: | A 25-Year Meta-Analysis of Interventions Conducted in Postsecondary Education Programs for Students with Intellectual and Developmental Disabilities. |
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| Authors: | Woods-Groves, Suzanne1 (AUTHOR) woodssu@auburn.edu, Rodgers, Derek B.2 (AUTHOR), Schweck, Kelly B.1 (AUTHOR), Balint-Langel, Kinga3 (AUTHOR), Danson, Elizabeth1 (AUTHOR), Tucker, Tara1 (AUTHOR) |
| Source: | Education & Training in Autism & Developmental Disabilities. Dec2025, Vol. 60 Issue 4, p424-447. 24p. |
| Subject Terms: | *Postsecondary education, *Intellectual disabilities, *Career development, *Developmental disabilities, *Academic support programs, Treatment effectiveness |
| Abstract: | College students with intellectual and developmental disabilities (IDD) enrolled in inclusive postsecondary education programs receive individualized support to increase their independence within academic, independent living, health/wellness, and career readiness contexts. This meta-analysis of 51 studies examined the impact of interventions conducted over the past 25 years. There were 293 participants ranging in age from 19 to 28 years across 44 single case and seven experimental intervention studies. All participants had a diagnosis of IDD and attended inclusive postsecondary education programs in the U.S. Interventions mainly occurred on university or college campuses and used assistive technology along with systematic instruction and or prompting with visual supports, to target academic (39.2%), independent living/health wellness (29.4%), and career readiness (31.4%) skills. Overall reported fidelity and interrater reliability metrics exceeded What Works Clearinghouse 5.0 (2022) criteria. Results from a series of hierarchical, multilevel meta-analytic models revealed a large positive overall effect across studies regardless of participants' disability category. The authors discussed implications regarding instruction provided by inclusive postsecondary education programs. [ABSTRACT FROM AUTHOR] |
| Copyright of Education & Training in Autism & Developmental Disabilities is the property of Council for Exceptional Children, Division on Autism & Developmental Disabilities and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | College students with intellectual and developmental disabilities (IDD) enrolled in inclusive postsecondary education programs receive individualized support to increase their independence within academic, independent living, health/wellness, and career readiness contexts. This meta-analysis of 51 studies examined the impact of interventions conducted over the past 25 years. There were 293 participants ranging in age from 19 to 28 years across 44 single case and seven experimental intervention studies. All participants had a diagnosis of IDD and attended inclusive postsecondary education programs in the U.S. Interventions mainly occurred on university or college campuses and used assistive technology along with systematic instruction and or prompting with visual supports, to target academic (39.2%), independent living/health wellness (29.4%), and career readiness (31.4%) skills. Overall reported fidelity and interrater reliability metrics exceeded What Works Clearinghouse 5.0 (2022) criteria. Results from a series of hierarchical, multilevel meta-analytic models revealed a large positive overall effect across studies regardless of participants' disability category. The authors discussed implications regarding instruction provided by inclusive postsecondary education programs. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 21541647 |
| DOI: | 10.1177/21541647251403455 |
