The Role of AbilityFirst Regarding the Social
Development of Children With Developmental
DisabilitiesStudent NameSocial Science 193B
UCI Spring 2006
What is a Developmental Disability?
Condition can last for an indefinite amount of time Occurs before the age of eighteen Person requires assistance with daily living needs
Includes: Epilepsy, Mental Retardation, Cerebral Palsy and Autism
California Welfare and Institutions Code, 2005
Background Statistics
According to the 2000 Census, 20.6% of the general US population has some type of disability.
Census: two categories of disabilities: severe and not severe
Severe: those with developmental disabilities, severe limitations in seeing, hearing, or speaking or those that need assistance in daily living
Those with severe disabilities: From 26 million in 1994 (9.9%) to 33 million in 1997 (12.3%).
Problem Statement
21
78
27
901020304050607080
Employment
Income < $15,000
Very orSomewhat SevereDisabilitiesPeople WithoutDisabilities
Higher rate of unemployment and lowered income level for people with severe disabilities
Problem Statement
Lack of Interaction in the Community
73
49
89
75
0102030405060708090
Socializing
Going Out
Very or Somewhat SevereDisabiltiesPeople Without Disabilities
National Organization on Disabiluty, 2004
Problem Statement
Lack of Integration in Schools
0102030405060
Mental Retardation
Autism
Regular ClassResource RoomSeparate Class
Problem Statement
Lack of Integration During the School Day
8%
9%
83%
SociallyIntegrated
Segregated
Physically butnot SociallyIntegrated
Problem Statement
Lack of Integration in School and in Public
Hindered social development
Lack of community understanding of disability
Further discrimination
Purpose of Study
To see the effects of AbilityFirst on the social relationships of the children involved in the program.
Social relationships that are studied are based off Bronfenbrenner’s Ecological Systems Theory, 1994
Bronfenbrenner’s Ecological Systems Theory
Children
SocietyParents Peers
Caregivers
Literature Review
Studies the aspects of these relationships that promote or hinder the child’s social development.
Divided into three sections: Society Adults Peers
Background Variables
SES- Lack of resources
Parenting Styles Different levels of involvement
Ethnicity- Different cultural expectations and cultural values.
Severity of Disability Different abilities and different expectations
Literature ReviewSociety
Stigma- Reaction to the perception of a negative difference (i.e. disability)
The amount of negative stigma present in the community affects…
the self esteem of the child
the actions of the family
the attitudes of all other surrounding people
Literature ReviewAdult Interactions
Parent-ChildParents are important in social skill development and
generalization of social skills
Caregiver-ChildCaregivers facilitate interactions and create opportunities for
friendship development
Parent-CaregiverBecause parents and caregivers observe different aspects of the
child’s life, it is necessary to have a collaborative partnership
Literature Review: Peer Relationships
Friendships are important for life adjustment and self confidence
Children with disabilities have less social behavior than typically developing children
Children that felt accepted displayed more social behavior than those that felt rejected
Interaction with typically developing children spurs typical patterns of social behavior
Literature ReviewLimitations
Many of these studies used convenience samples They do not have adequate representation from all
people groups
Some studies only studied one type of disability such as behavioral disorders or autism
There was a lack of articles about after school programs for children with disabilities therefore special education articles were used
AbilityFirst
Offers lifelong services for people with developmental disabilities
Focuses on integrating people with disabilities into the community
After-School program focuses on the social aspect
MethodologySite Selection
AbilityFirst Newport Mesa After School Day Care Program
Located at Paularino Elementary School in Costa Mesa
Serves all children with disabilities in the area
2 Other After School Programs occurring at the same time
Daily trip into the community
MethodologyParticipants
All children that attend the AbilityFirst After School Day Care program at the Newport-Mesa Site
81%
9%5%5%
CaucasianAsianLatinoAfrican American
By Ethnicity (22)
MethodologyParticipants
23%
45%
32%
Elementary SchoolMiddle SchoolHigh School
By Grade Level (22)
MethodologyQualitative Study
Field Interaction and Observation Field Notes Formal and Informal Interviews Open Ended Questionnaires
Sample Questions: How would you describe your relationship with the staff? How often does your child interact with other children? What aspects of AbilityFirst do you most value?
FindingsModel
Ability First
Child-Child
Parent-Child
Society
Caregiver-Child
Parent-Caregiver
FindingsSociety (or Outside Environment)
Other children on school premises either tease the children or are scared of them
Parents take their children off the playground when the children come.
“Ahhhhh! It’s a T-Rex”
-one of the children on the playground
“Are you retarded too?”
-one of the children on the playground
FindingsPeer Interactions
Children prefer solitary play
The high functioning children are more likely to have social interactions
Adult Interactions: Parent-Child
Parents are very involved
Parents try their best to implement behavioral techniques at home
“Stop it ! Go Away!” –one of the children
“They look forward to going home and spending time
with their parents”
-one of the staff
Findings
Adult Interactions: Caregiver-Child
Staff interact frequently with children one on one
Staff sometimes initiates group activities
Adult Interactions: Parent-Caregiver
Staff and parents go out of their way to initiate conversation
Staff and parents have close relationships
“She loves the staff ”
-one of the parents
“I would be lost without this program”
-one of the parents
Limitation of Design
Not enough time to observe development Most of the children are Caucasian and from middle
class families Restricted to one site of
AbilityFirst
Recommendations
For Research
Needs studies at other sites, other locations
Needs a study of longer duration
Needs studies of other day care programs
For Practice
Needs more after school day care programs for
children with disabilities
Needs more programs focused on the social
development of children with disabilities