Individualized goal-setting, alone or during Project TEAM (Teens making Environment and Activity Modifications) appears to support attainment of participation goals. Project TEAM appears to support young people with developmental disabilities to apply an environmental problem-solving approach to participation barriers. Parents of young people with developmental disabilities report sustained changes in self-determination 6 weeks after Project TEAM.

Including individuals with intellectual/developmental disabilities and co-occurring mental illness: Challenges that must be addressed by health care reform OTJR: Occupation, Participation and Health 35Self-perception profile for learning disabled students: Manual and questionnaires Gauging the effectiveness of youth mentoring

Optimal child development is supported by services, policies, a social determinants of health (SDOH) frame, and meaningful participation (as defined by the International Classification of Functioning, Disability, and Health-Children and Youth [ICF-CY]). This scoping review describes the social determinants that may affect the participation of young children aged 0 to 3 years with developmental disabilities (DD) in the United States. Scoping review of studies including U.S. children with DD aged 0 to 3 years, from 2000 to 2016, were used. 5/979 studies met inclusion criteria. Two researchers independently coded studies to align them with both ICF-CY and SDOH. Studies found determinants of participation stemming from the child (e.g., individual) and multiple contexts: immediate, community, and policy. The emergent literature continues to primarily focus on child determinants but suggests participation of young children with DD is affected by social determinants stemming from the community and policy contexts. The literature underrepresents children from racial/ethnic minority backgrounds.

This study suggests that parents with a range of background characteristics can use a structured, environment-focused problem-identification approach. With the approach, parents are more likely to attribute participation challenges to environmental barriers and adopt a problem-solving orientation focused on changes to the community and policy context.

Project TEAM empowers trainees with intellectual and developmental disabilities (IDD) to identify and respond to environmental barriers and includes an individualized component in which trainees work towards a goal. During individualized planning sessions and a community-based outing, the licensed professional follows a 5-step process to scaffold support. This case study explores how 2 transition-age trainees (male, age 19, ID; and female, age 18, Asperger's syndrome) progressed through Project TEAM's individualized component and identifies key elements that supported their achievement of community participation and postsecondary education goals. The 5-step process and the incorporation of universally designed materials appear to support goal attainment. Additional elements that may contribute to success include peer mentors, experiential learning opportunities, and individualized supports from the licensed professional.

Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. Peer mentoring (PM) is an evidence-based approach that may support young adults with intellectual and developmental disabilities and co-occurring mental health conditions (YA-IDD-MH) to cope with MH challenges. Feasibility testing of PM suggested that YA-IDD-MH learned, enjoyed PM, and had increased self-efficacy for managing emotions, but smaller changes in MH symptoms, suggesting a longer intervention period, may be needed. OTs may utilize peer-delivered interventions as a client-centered approach to support YA-IDD-MH. Primary Author and Speaker: Ariel E. Schwartz Additional Authors and Speakers: Tara Loeper Contributing Authors: Melissa Levin