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Publications, research tools and resources

Journal Publications

King, G., Kingsnorth, S., McPherson, A., Jones-Galley, K., Pinto, M., Fellin, M., Timbrell, N., & Savage, D. (2016). Residential immersive life skills programs for youth with physical disabilities: A pilot study of program opportunities, intervention strategies, and youth experiences. Research in Developmental Disabilities. 55: 242-255. DOI: 10.1016/j.ridd.2016.04.014

McPherson, A. C., Rudzik, A., Kingsnorth, S., King, G., Gorter, J. W., & Morrison, A. (2016). “Ready to take on the world”: experiences and understandings of independence after attending residential immersive life skills programmes for youth with physical disabilities. Developmental Neurorehabilitation, Early Online, 1-11. DOI:10.3109/17518423.2016.1141254

King, G., McPherson, A., Kingsnorth, S., Stewart, D., Glencross-Eimantas, T., Jones-Galley, K., Morrison, A., Isihi, A. M., & Gorter, J. W. (2015). Residential immersive life skills programs for youth with disabilities: Service providers’ perceptions of change processes. Disability and Rehabilitation. 37 (26): 2418-2428. DOI:10.3109/09638288.2015.1031285

King, G., McPherson, A., Kingsnorth, S., Stewart, D., Glencross-Eimantas, T., Gorter, J. W., Jones-Galley, K., Morrison, A., & Isihi, A. M. (2015). Residential immersive life skills programs for youth with disabilities:Service providers’ perceptions of experiential benefits and key program features. Disability and Rehabilitation, 37(11): 971-980. DOI:10.3109/09638288.2014.949353

Kingsnorth, S., King, G., McPherson, A., Jones-Galley, K., & Gall, C. (2015). A retrospective study of past graduates of a residential life skills program for youth with physical disabilities. Child: Care, Health & Development, 41 (3): 374–383. DOI: 10.1111/cch.12196


Conference Appearances by OIPR team members

International Cerebral Palsy Conference Stockholm, Sweden. June 2016 Roebroeck, ME, Gorter, JW, van der Slot, W, & King, G. Beyond borders. Best practices to promote self-management and life skills of emerging adults with childhood onset disability (mini-symposium)

Bloorview Research Institute Symposium Toronto, ON, Canada. November 2015 Kingsnorth, S., Rudzik, A., King, G., McPherson, A.C., Jones-Galley, K., Glencross-Eimantas, T., Gorter, J.W., Morrison, A., Isihi, A.M., Timbrell, N., & Kehl, B. The Ontario Independence Program Research (OIPR) team: Optimizing life success through residential immersive life skills programs for youth with disabilities (TED-talk style presentation)

King, G., Kingsnorth, S., McPherson A., Jones-Galley, K., Pinto, M., Fellin, M., Timbrell, N., Savage, D., & Rudzik A. Residential immersive life skills programs for youth with disabilities: A pilot study of program opportunities, provider strategies, and youth experiences. (poster)

McPherson, A.C., Rudzik, A, Kingsnorth, S., King, G., Gorter, J.W., & Morrison, A. ‘Ready to take on the world’: experiences and understandings of independence after attending residential immersive life skills programs for youth with physical disabilities. (poster)

American Academy for Cerebral Palsy and Developmental Medicine Annual Meeting Austin, TX, USA. October 2015 McPherson, AC, Gorter, JW, Jones Galley, K, King, G, Kingsnorth, S, Rudzik, A, Glencross-Eimantas, T, Morrison, A, Isihi, AM, Savage, D, & Timbrell, N. Essential ingredients of life-skills programs aiming to enhance transitions to adulthood for youth with disabilities (breakfast symposium) University of Western Ontario Child Health Symposium London, ON, Canada. May 2015 King, G, McPherson, AC, Kingsnorth, S, Stewart, D, Glencross-Eimantas, T, Gorter, JW, Jones-Galley, K, Morrison, A, Isihi, AM, & Rudzik A. Residential Immersive Life Skills Programs for Youth with Disabilities: Service Providers’ Perceptions of Experiential Benefits and Key Program Features (presentation)

King, G, Jones-Galley, K, Pinto, M, McPherson, AC, Kingsnorth, S, Morrison, A, Stewart, D, Gorter, JW, Isihi, AM, & Glencross-Eimantas, T. Development and Utility of an Observation Checklist to Capture Service Providers’ Use of Intervention Strategies in Life Skills Programs (poster)

Research Tools and Measures

Research tools are available to download for free from the Flintbox website.

MEQAS

The Measure of Environmental Qualities of Activity Settings (MEQAS) is a research and clinical tool designed to capture the opportunities that are available to young people, with and without disabilities, in specific activity settings—for example, a cooking class or a group workshop. The MEQAS contains the following scales Opportunities for Social Activities, Opportunities for Physical Activities, Pleasant Physical Environment, Opportunities for Choice, Opportunities for Personal Growth, and Opportunities to Interact with Adults. The MEQAS allows researchers to assess the qualities and opportunities available to young people within different activity settings. It can also be used to help design optimal programs for young people. The MEQAS has good evidence of reliability and validity.

The MEQAS is described in the following article: King, G., Rigby, P., Batorowicz, B., McMain-Klein, M., Petrenchik, T., Thompson, L., & Gibson, M. (2014). Development of a direct observation Measure of Environmental Qualities of Activity Settings. Developmental Medicine & Child Neurology, 56(8), 763-769. DOI: 10.1111/dmcn.12400. (Open Access version)

SEAS

The Self-reported Experiences of Activity Settings (SEAS) is a reliable and valid measure of youth experiences in community and home leisure activity settings. The SEAS collects information in the following areas: Personal Growth, Psychological Engagement, Social Belonging, Meaningful Interactions, and Choice & Control. The SEAS is appropriate for youth with at least a Grade 3 level of language comprehension, including youth with different types of disabilities and those without disabilities. A version using picture communication symbols (SEAS-PCS™) is available for youth who communicate using augmentative and alternative communication.

The SEAS is described in the following article: King, G., Batorowicz, B., Rigby, P., McMain-Klein, M., Thompson, L., & Pinto, M. (2014). Development of a measure to assess youth Self-reported Experiences of Activity Settings (SEAS). International Journal of Disability, Development and Education, 61(1), 44-66. DOI: 10.1080/1034912X.2014.878542 (Open Access version

SPS-C

The Service Provider’s Strategies Checklist (SPS-C) can be applied to capture service providers’ use of intervention strategies in life skills programs, including teaching/learning techniques, cognitive strategies, handling/physical interventions, socially-mediated strategies, and non-intrusive strategies. The SPS-C was developed by OIPR research team members. They developed the 22 item checklist based on therapist-described strategies identified in our 2012 Service Provider’s Expertise study involving residential immersive life skills program service providers, who were interviewed about their key intervention approaches.