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Researchers have implemented inclusive research for over 30 years. This article describes how two research projects collaborated with researchers with disabilities and aligns the description with four attributes of inclusive research developed by a consensus of international experts with and without disabilities. The first project, the Person Experiences Interview Survey (PEIS) Workgroup, reviewed and revised items for a self-report survey of mental health service experiences. The second project describes the peer-led implementation of the Self-Determined Career Design Model (SDCDM) intervention. Four factors facilitated or were barriers to the projects' alignment with inclusive research attributes. First, relationships enhanced capacity to engage in meaningful ways. Second, balance between consistency and adaptability promoted engagement. Third, long-term capacity was enabled by ongoing engagement and peer mentorship. Fourth, time and funds impacted inclusive implementation. Engaging researchers with disabilities meaningfully enhanced the research process and products. [ABSTRACT FROM AUTHOR]

This article was written by three researchers with intellectual and developmental disabilities, with the support of the researcher primary investigator, who worked together to make an accessible report for the new PEDI-PRO app. We start by describing the PEDI-PRO software and why it's important to have an accessible PEDI-PRO score report. Next, we describe how we used inclusive research practices to design the score report. Finally, we each highlight what we like about doing research. We think this research is important because it can help people do things like have a job, be independent, and live on their own. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the role of the self-disclosure process in regard to connection development and relationship quality in peer mentoring relationships between transition-age youth (ages 15-20) and young adults (ages 18-36) with intellectual and/or developmental disabilities. Self-disclosure is defined as "the disclosure of inner feelings and experiences to another person" that "fosters liking, caring, and trust, thereby facilitating the deepening of close relationships" ( Reis & Shaver, 1988 , p. 372). Nine peer mentoring dyads with varied interpersonal connections were purposefully selected from a larger intervention study. Recorded mentoring conversations were analyzed for self-disclosure content and peer mentor response. The findings demonstrated trends related to connection development and differences across degree of connection. In relationships with stronger connections, there was a higher quantity of self-disclosure and more frequent disclosure of emotions, and peer mentors responded more frequently with advice and reciprocated self-disclosure. Implications of findings for promoting higher-quality peer mentoring relationships are discussed. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Research documents the negative impact of physical and social environmental barriers on engagement in school, work, and the community for youth with intellectual and /or developmental disabilities (IDD). Project TEAM (Ṯeens making ̱Activity and ̱Environment ̱Modifications) was designed to teach youth to systematically identify environmental barriers, generate modification strategies, and request accommodations. This formative evaluation used a mixed methods expansion design to investigate outcomes, activities, and experiences. Trainees had a significant increase in knowledge of environmental factors and modification strategies but no changes in applied problem-solving. 76% attained at least one goal as measured through goal attainment scaling. Intervention activities ranged in quality. Trainees enjoyed the interactive and applied aspects of Project TEAM but found some concepts and materials difficult to understand. Lessons learned from this comprehensive evaluation can inform future revisions to Project TEAM and may be equally relevant for other researchers evaluating programs targeting transition-age youth with IDD. [ABSTRACT FROM AUTHOR]