Functional life skills curricular interventions for youth with disabilities: A systematic review

Morgen Alwell, Brian Cobb

Research output: Contribution to journalReview articlepeer-review

81 Scopus citations

Abstract

The relationship between functional or life skills curricula (the intervention) and transition-related outcomes for secondary-aged youth with disabilities is explored in this systematic review. A total of 50 studies intervening with 482 youth with (largely) disability labels of moderate to severe mental retardation were reviewed. The findings of this review provide tentative support for the efficacy of the use of functional or life skills curricular interventions across educational environments, disability types, ages, and gender in promoting positive transition-related outcomes. These findings are discussed in terms of characteristic features of the literature set and competing trends in secondary education. Selected studies in a number of specific curricular areas are recommended.

Original languageEnglish
Pages (from-to)82-93
Number of pages12
JournalCareer Development for Exceptional Individuals
Volume32
Issue number2
DOIs
StatePublished - Aug 2009

Keywords

  • Life skills instruction
  • Meta-analysis
  • Secondary education
  • Transition
  • Youth with disabilities

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