1. The Role of AbilityFirst Regarding the Social Development of Children With Developmental Disabilities Student Name Social Science 193B UCI Spring 2006

2. What is a Developmental Disability? Condition can last for an indefinite amount of time Condition can last for an indefinite amount of time Occurs before the age of eighteen Occurs before the age of eighteen Person requires assistance with daily living needs Person requires assistance with daily living needs Includes: Includes: Epilepsy, Mental Retardation, Epilepsy, Mental Retardation, Cerebral Palsy and Autism California Welfare and Institutions Code, 2005

3. Background Statistics According to the 2000 Census, 20.6% of the general US population has some type of disability. 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 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 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%). Those with severe disabilities: From 26 million in 1994 (9.9%) to 33 million in 1997 (12.3%).

4. Problem Statement Higher rate of unemployment and lowered income level for people with severe disabilities

5. Problem Statement Lack of Interaction in the Community National Organization on Disabiluty, 2004

6. Problem Statement Lack of Integration in Schools

7. Problem Statement Lack of Integration During the School Day

8. Problem Statement Lack of Integration in School and in Public Lack of Integration in School and in Public Hindered social development Hindered social development Lack of community understanding of disability Lack of community understanding of disability Further discrimination Further discrimination

9. Purpose of Study To see the effects of AbilityFirst on the social relationships of the children involved in the program. 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 Social relationships that are studied are based off Bronfenbrenner’s Ecological Systems Theory, 1994

10. Bronfenbrenner’s Ecological Systems Theory Children Society Parents Peers Caregivers

11. Literature Review Studies the aspects of these relationships that promote or hinder the child’s social development. Studies the aspects of these relationships that promote or hinder the child’s social development. Divided into three sections: Divided into three sections: Society Society Adults Adults Peers Peers

12. Background Variables SES- SES- Lack of resources Lack of resources Parenting Styles Parenting Styles Different levels of involvement Different levels of involvement Ethnicity- Ethnicity- Different cultural expectations and cultural values. Different cultural expectations and cultural values. Severity of Disability Severity of Disability Different abilities and different expectations Different abilities and different expectations

13. Literature Review Society  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

14. Literature Review Adult Interactions Parent-Child Parent-Child Parents are important in social skill development and generalization of social skills Caregiver-Child Caregiver-Child Caregivers facilitate interactions and create opportunities for friendship development Parent-Caregiver Parent-Caregiver Because parents and caregivers observe different aspects of the child’s life, it is necessary to have a collaborative partnership

15. 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

16. Literature Review Limitations Many of these studies used convenience samples Many of these studies used convenience samples They do not have adequate representation from all people groups They do not have adequate representation from all people groups Some studies only studied one type of disability such as behavioral disorders or autism 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 There was a lack of articles about after school programs for children with disabilities therefore special education articles were used

17. AbilityFirst Offers lifelong services for people with developmental disabilities Offers lifelong services for people with developmental disabilities Focuses on integrating people with disabilities into the community Focuses on integrating people with disabilities into the community After-School program focuses on the social aspect After-School program focuses on the social aspect

18. Methodology Site 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

19. Methodology Participants All children that attend the AbilityFirst After School Day Care program at the Newport-Mesa Site By Ethnicity (22)

20. Methodology Participants By Grade Level (22)

21. Methodology Qualitative Study Field Interaction and Observation Field Interaction and Observation Field Notes Field Notes Formal and Informal Interviews Formal and Informal Interviews Open Ended Questionnaires Open Ended Questionnaires Sample Questions: Sample Questions: How would you describe your relationship with the staff? How would you describe your relationship with the staff? How often does your child interact with other children? How often does your child interact with other children? What aspects of AbilityFirst do you most value? What aspects of AbilityFirst do you most value?

22. Findings Model Ability First Child- Child Parent- Child Society Caregiver- Child Parent- Caregiver

23. Findings Society (or Outside Environment) Other children on school premises either tease the children or are scared of them 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. 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

24. Findings Peer Interactions Children prefer solitary play Children prefer solitary play The high functioning children are more likely to have social interactions 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

25. 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

26. Limitation of Design Not enough time to observe development Not enough time to observe development Most of the children are Caucasian and from middle class families Most of the children are Caucasian and from middle class families Restricted to one site of Restricted to one site ofAbilityFirst

27. Recommendations For Research Needs studies at other sites, other locations Needs studies at other sites, other locations Needs a study of longer duration Needs a study of longer duration Needs studies of other day care programs 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