Parent Expectations of Financial Independence for Their High School-Aged Youth With Intellectual Disability (ID)

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 1
  In Roundtable Session: Family, Finances, and Future Planning: Navigating Disability Support and Transition in a Changing World (Table 11)

Abstract

This secondary analysis used the binary logistic regression model to examine parents’ expectations for the financial independence of high school students with intellectual disabilities (ID). The data we used were collected from the National Longitudinal Transition Study-2(NLTS2). The key predictors used to determine the outcome of parental expectations were family demographic factors, youth adaptive behaviors, who attended IEP/transition meetings, who set IEP/graduation goals, youth communication skills, youth general health, and youth fine and gross motor mobility in youth with ID. The findings highlighted the important role of parental expectations in shaping youth with ID, suggesting that enhancing adaptive behaviors could improve both employment prospects and parental expectations.

Authors

• Cheng Chang, Binghamton University - SUNY

• Dara Caruana, Binghamton University - SUNY