Paralleled Support Models for Young Adults with Intellectual and Developmental Disabilities

Paralleled Support Models for Young Adults with Intellectual and Developmental Disabilities by Lucy Ellen Klym MA, Lewis University, 2012 MA, University of North Dakota, 2009 BA, University of North Dakota, 2007 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Management and Leadership Walden University May 2017 Abstract In the State of Indiana, for students over the age of 14 who have been diagnosed with intellectual or developmental disabilities, the transition from special education to Medicaid waiver oversight should occur seamlessly, but gaps in integrated and aligned goal development strategies remain. As a consequence, students who need adult-based support may not be receiving the full scope of services to which they are entitled. Using common-pool resource theory as a foundation, the purpose of this explanatory case study of transitional services to Indiana Medicaid was to understand, from the perspective of disability support service staff, the barriers to effective quality of life outcomes and collaboration among government agencies involved in the transition process. In-depth interview data were collected from a total of 6 vocational rehabilitation specialists, directors, and transition coordinators. These interview data were inductively coded and thematically analyzed according to identified common pool action areas. Key research findings included: (a) the need for implementation of student self-determination principles, (b) a strengthening of sustainable goal development directed toward student employment, and (c) an overall enhanced collaboration between key disability service support staff roles to create sustainable structures. Positive social change opportunities include recommendations to the Indiana Division of Disability and Rehabilitation Services to improve the overarching student-to-adult transition process, reduce redundant funding streams, and streamline goal development to create a sustainable, collaborative experience for students over their lifespan of support.In the State of Indiana, for students over the age of 14 who have been diagnosed with intellectual or developmental disabilities, the transition from special education to Medicaid waiver oversight should occur seamlessly, but gaps in integrated and aligned goal development strategies remain. As a consequence, students who need adult-based support may not be receiving the full scope of services to which they are entitled. Using common-pool resource theory as a foundation, the purpose of this explanatory case study of transitional services to Indiana Medicaid was to understand, from the perspective of disability support service staff, the barriers to effective quality of life outcomes and collaboration among government agencies involved in the transition process. In-depth interview data were collected from a total of 6 vocational rehabilitation specialists, directors, and transition coordinators. These interview data were inductively coded and thematically analyzed according to identified common pool action areas. Key research findings included: (a) the need for implementation of student self-determination principles, (b) a strengthening of sustainable goal development directed toward student employment, and (c) an overall enhanced collaboration between key disability service support staff roles to create sustainable structures. Positive social change opportunities include recommendations to the Indiana Division of Disability and Rehabilitation Services to improve the overarching student-to-adult transition process, reduce redundant funding streams, and streamline goal development to create a sustainable, collaborative experience for students over their lifespan of support. Paralleled Support Models for Young Adults With Intellectual and Developmental Disabilities by Lucy Ellen Klym MA, Lewis University, 2012 MA, University of North Dakota, 2009 BA, University of North Dakota, 2007 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Public Management and Leadership Walden University May 2017 Dedication I dedicate this study to people of all ages with intellectual and developmental disabilities. I will never know the personal path many will take or have been part of, but I hope policy decisions surrounding their respective care continue to move forward. For many people with intellectual and developmental disabilities, their respective path was chosen for them, and these decisions resulted in institutionalization, diminished rights, and lack of educational opportunities. This study demonstrates the value and impact of self-determination. While history cannot be undone, avenues for change lie ahead, and people with intellectual and developmental disabilities should have the collaborative tools to drive their preferred supports. Acknowledgments I would first like to acknowledge my family. They have been incredibly supportive as I pursued this degree. As a life-long student, my parents, David and Ellen Klym, and siblings have championed my educational pursuits. My husband, Shaine Lund, has been incredibly understanding and motivating when educational priorities arise, and he has rooted for my success. To my family, I say thank you. I would like to acknowledge Jill Brenna and Jack Weshenfelder. They are two people with intellectual and developmental disabilities to which I have the honor of serving. As someone who represents their care, this dissertation has helped me to fully appreciate their personal struggles. This dissertation is for them. I would like to acknowledge my friends, Sara Jo Fliflet and Eliza Gordner. Sara Jo shares a common passion for supporting people and inspires me in so many ways. Eliza has helped me to write and process. As a fellow Walden PhD student, I am thankful for her time, partnership, and friendship in this adventure. I would like to acknowledge my coworkers at Opportunities for Positive Growth, Inc. and the Council on Quality and Leadership. I am privileged to work for two incredible forward-thinking organizations that move supports forward each day. I would like to acknowledge those who participated in this qualitative case study. I am incredibly grateful for their time, perspective, and insight into promoting change. Last, but certainly not least, I would lie to acknowledge my committee, Dr. Matarelli and Dr. Ripoll. No matter where Dr. Matarelli was in serving people across the world, he was there to offer guidance with an unimaginable level of support. Thank you.