Developmental Disabilities Appendix

Table of Contents
Team Member Biographies: Team Member Tasks: Appendix Intro:
Rationale and Process Contact Information How the Work Load Was Distributed Auto Biographies of Student Advocates For Journeys

Strategic Research:

S.I.B.-R Diagnostic Assessment - Allison Whiting Effectiveness and Treatment - Jesse Hardman Long Term Effects of Treatment- Jared Carlson Stresses on Family Members - Taylor Hartman Prevalence Nationally and Locally- Chad Morrill Community Impact- Tara Cordner

Public Opinion Survey: Reflection:

What We Learned

Results of Our Public Sentiment Survey

Allison Whiting is a senior at Brigham Young University-Idaho studying Communication with an emphasis in public relations. She plans on graduating from college in July of 2013 and hopes to live and work in the Dallas, Texas area. Whiting grew up in The Woodlands, Texas. She has two older brothers, Adam and Bryce and a sister-in-law, Ashley. Jesse Hardman is 25 years old and is from Lindon, Utah. He is a Sociology major at BYU-Idaho. He has worked at a number of residential treatment centers ranging from adolescent sexual offenders to substance abuse in adults. He served an LDS mission in Frankfurt, Germany and is married to a beautiful woman. Jared Carlson was born in Kitsap, Washington. He is from Logan, Utah. He is a Biology major and is hoping to get into the Medical field as a Psychiatrist. He hopes to graduate in July 2013 from Brigham Young University-Idaho. Taylor Hartman was born and raised in Roseville California. She now lives in Rexburg with her cute husband of six months. She is currently a student at BYU-Idaho studying Communication with an emphasis in public relations, with a minor in family studies. She looks forward to graduating in July 2013, and hopefully obtaining a job in the events management field. Chad Morrill, age 23, is a resident of Portland Oregon. He is currently studying Communications with an emphasis in advertising at Brigham Young University-Idaho. He volunteered as a missionary in South Africa and Namibia from 2006-2008. His interests include improv comedy, creative consulting, and filmmaking. Tara Cordner is an air force brat who has moved a lot in her life, but eventually settled down in Gilbert, Arizona. She is 20 years old and is graduating in July 2012 from Brigham Young UniversityIdaho with a Bachelors Degree in Healthcare Administration. In September she is going to serve a full time mission for the Church of Jesus Christ of Latter Day Saints in Indianapolis, Indiana.

Team Member Tasks

Allison Whiting:
- Power Point - Photography (team member photos, some booklet and appendix photos) - S.I.B.-R Diagnostic Assessment Research - Met with client

Jesse Hardman:

- Presentation - Power Point - Effectiveness and Treatment Research - Met with client

Jared Carlson:

- Long Term Effects of Treatment Research - Booklet Content

Taylor Hartman:

- Presentation - Power Point - Appendix content, layout and design - Booklet design - Photography (some booklet and appendix photos) - Stresses on Family Members/ Caregivers Research - Met with client

Chad Morrill:

- Prevalence Nationally and Locally Research - Booklet Content

Tara Cordner:

- Community Impact - Booklet Content - Allocation Committee Member - Met with client - Bookelt Design

Appendix Intro
Rationale and Process:
Why did we select this organization?
Journeys is a Developmental Disability Agency that helps children and adults function independently in todays society. They provide developmental therapy, adult day care and respite, behavioral intervention and job coaching. All these services that they provide help them achieve the highest level of independence for each of the clients individually. When choosing which organization to work with we all decided to work with an organization that helped people with developmental disabilities. Some of us in the group have loved ones who struggle with these disabilities. When one of us mentioned Journeys, we were all sold. We believe that Journeys provides an important service that makes a huge impact with all of those effected with disabilities. After going and visiting the agency we fell in love with all of the participants and employees. The level of energy was so high and positive. You cant help but smile when you are around those type of people. From there on out we have been so excited to work with this organization and have put our whole hearts into trying to win them the grant.

Contact Information
Name of Organization: Contact Information:
Andy Crossman - Manager (208) 709-0537 Journeys Developmental Disability Agency

Locations:
Rigby Site 111 E Main Street Rigby, Idaho 83442 (208) 745-1334 (208) 745-1384 fax Rexburg Site 265 E 4th N Rexburg, Idaho 83440 (208) 356-4836 (208) 356-4863 fax

Website: Blog:

www.journeysdda.com

Journeysidaho.blogspot.com

Strategic Research:

S.I.B.-R Diagnostic Assessment - Allison Whiting

Source 1: "Scales of Independent Behavior - Revised." Nelson Education. Nelson Education, n.d. Web. 11 July 2012. <http://www.assess.nelson.com/test-ind/sib-r.html>. This source was helpful for me because it was the only online source that I could find related to the SIB-R. The rest of my sources were interviews because that was the only information available. This website helped because it gave me objective, accurate information. Source 2: Osuburn, Sandra. Personal interview. 28 June. 2012 We went as a group to meet with Sandra and it was a great experience. Like so many of the other employees, she was more than willing to help us and to give us as much information as she could. She took time out of her day to speak with us and help us understand the organization and what happens in the facility. The SIB-R is used to gage what the participants are capable of and it is used as a tool to determine their goals and abilities. Source 3: Crossman, Andy. "Journey's Information." Message to the author. 2 July 2012. E-mail. I enjoyed getting information from Andy because he was so easy to work with. He cares so much about his job and each of his clients. He was more than willing to help us gather information and invited us to interact with Journeys clients. Source 4: Baird, Hayley. Telephone Interview. 28 June. 2012 This was my most beneficial source because Hayley is a Developmental Specialist at the Rexburg location. She helps administer the tests to the clients and she interacts with them daily. She was able to give me information that the other employees didnt have and it was a very beneficial interview. -The administrator meets with parents and child to administer the test. -The different areas are gone through and child is tested -Same test is administered throughout life (regardless of age) -Journeys starts testing at age 3 -Journeys compensates the cost of the test because the cost involved in administrating and the employees dont charge. -Within each area there is about 19 questions starting with easy to difficult -There is a 0-3 scale in regards to grading -The test is administered yearly -The test can be administered every 2 years unless significant development Its parents who are the respondents to the questions -A lot of SIB-Rs can be answered improperly because parents hope for the best for their child. (The higher the score, the better they are. This is not the case because if the test is not accurate then they do not get proper treatment) -The questions must be on an independent level- would the child perform the task if the parent of adult was not present. Key Facts: 1. Sometimes when administering the SIB-R test, parents will answer inaccurately because they want what is best for their child. This does not help them because they dont get the treatment they need. 2. Typically, an IQ of 75% or less and a diagnosis of Autism Spectrum, Epilepsy, Mental Retardation, or Cerebral Palsy.

3. The answers to the questions is based on whether or not the child would perform the task without adult supervision. Ex: If there is a mess in the kitchen, would they clean it up without being told? 4. Journeys does not charge to administer the SIB-R--another distinguishing factor of this organization 5. This test measures the functional ability of the participants in everyday life 6. The test is typically administered every year, but it can be administered every 2 years 7. There is a scale of 0-3 that is used to determine functionality 0: never 2: fairly well 3: almost always 8. The SIB-R is an assessment test done to determine needs and strength of an individual independent living, self care, a variety of things for life skills administered through observation. 9. The parents of the participants are the respondent to the questions on the test 10. Journeys starts testing their participants at age 3 11. SIB-R stand for The Scales of Independent Behavior-Revised -The test ranges from Infancy-80+ years -The time taken to administer is : 45 - 60 minutes for Full Scale; 15 - 20 minutes for Short Form or Early Development Form

Strategic Research:

Effectiveness and Treatment - Jesse Hardman

Source 1: "Autism." Opposing Viewpoints Online Collection. Gale, Cengage Learning, 2010. This article talked about how autism is still a big mystery with ongoing debate about many pertaining aspects. It talks about the rise in cases and gives some reasons why. Source 2: Krebs, Mindy Leigh, D. Mike McDaniel, and Richard A. Neeley. "The effects of peer training on the social interactions of children with autism spectrum disorders." Education 131.2 (2010): 393+. I liked the support this article gave for visual cuing systems in the treatment of developmental disorders. Source 3: Grandin, Temple. "Perspectives on Education from a Person on the Autism Spectrum." Educational Horizons 84.2 (2006): 229. This article gives a great perspective from someone with autism. It provides a unique viewpoint different from most other articles. Source 4: Coffey, Kenneth M., and S. John Obringer. "A case study on autism: school accommodations and inclusive settings." Education 124.4 (2004): 632+. This source gives examples of some pros and cons of an inclusive model for those with autism within a school setting. The list of suggestions at the end was very good. Source 5: Dybvik, Ann Christy. "Autism and the inclusion mandate: what happens when children with severe disabilities like autism are taught in regular classrooms? Daniel knows." Education Next 4.1 (2004): 42+. Another article dealing with the inclusion mandate with a focus on the costs. Source 6: Fisher, James T. "CHARLIE'S WORLD : A family battles autism." Commonweal 127.15 (2000): 13. A case study on a child with a developmental disorder. A good introduction that talks about autism in general.

Source 7: Frey, Rebecca J. "Pervasive Developmental Disorders." The Gale Encyclopedia of Genetic Disorders. Ed. Brigham Narins. 2nd ed. Vol. 2. Detroit: Gale, 2005. 1007-1010. This article stresses the point that treatment for developmental disorders will vary greatly with regard to the severity of the disorder. Talks about medication and the job opportunities for those with disorders. Source 8: "Autism." The Gale Encyclopedia of Genetic Disorders. Ed. Stacey L. Blachford. Detroit: Gale, 2011. Very good article concerning the treatment of developmental disorders. Great insights into the world of treatment. Source 9: Snell, Martha E. "Autism, Education of Individuals with." Encyclopedia of Education. Ed. James W. Guthrie. 2nd ed. Vol. 1. New York: Macmillan Reference USA, 2003. 161-162. Great article with an emphasis on the education of those with autism as a way to increase independence for those with the disorder. Key Facts: 1. Even with a fairly clear-cut set of symptoms to define autism, its cause, diagnosis, and treatment are all subjects of controversy and debate. (1) 2. Pressures on the current educational system have resulted in little classroom time being devoted to social skills instruction. If social opportunities between typically developing peers and children with ASD could be increased through use of a small number of trained peers, professional educators could provide a significant service to children with ASD while ensuring critical instructional time be devoted to the academic curriculum. (2) 3.One size does not fit all, and different people have different types of thinking. The really good teachers try different methods and use the one that works for a particular child. (3) 4.Schools and parents of children with autism spectrum disorder might find the following suggestion especially helpful: * Utilize university students from appropriate academic fields for a variety of support tasks including respite services, training in daily living skills, developing interventions or creative alternatives for particularly difficult situations, modeling appropriate behavior, and implementing a functional behavioral analysis. (4) 5. Well-implemented inclusion usually costs more than separate special-education classrooms. (5) 6. Autism is found in all cultures and in families from all socioeconomic backgrounds. Some autistic children never develop functional speech, while others possess highly sophisticated vocabularies but lack the means to communicate meaningfully with others. (6) 7. As of 2001, there are no medications that can cure any of the PDDs, and no single medication that is recommended for the symptoms of all children with PDDs. (7) 8.Most children with AS can finish school and enter the job market. They do best, however, in occupations that have regular routines or allow them to work in isolation. Only a few high-functioning autistic children are potentially employable. (7) 9.There is no cure for autism. However, autism is not a static disorder. Behaviors can, and do, change over time and educational treatments can be used to focus on appropriate behaviors. (8) 10. While treatments vary and there is considerable controversy about some treatments, there is uniform agreement that early and intensive intervention allows for the best prognosis. A treatment plan is usually based upon an evaluation of the child's unique abilities and disabilities. A child's abilities are capitalized on in developing the treatment for their disabilities. (8) 11. Studies have shown that individuals with autism respond well to a highly structured, specialized education program tailored to their individual needs. All treatments are best administered by trained professionals. Treatment may include speech and language therapy to develop and improve language skills. Occupational therapy may be used to develop fine motor skills and to teach basic self-help and functional skills such as grooming

may be used to develop fine motor skills and to teach basic self-help and functional skills such as grooming. Behavior modification, with positive reinforcement, plays a large role in the early treatment of some of the abnormal behaviors of individuals with autism. (8) 12. In order to be effective, the treatments and therapies must be consistent and reinforced by the family. (8) 13. Up to 60 percent of individuals with autism will require lifelong assistance. (8) 14. As students with autism grow older they need to reduce their dependence on others and extend their abilities to include supported functioning in the home, school, and neighborhood, using the nearby community, building social relationships with peers, engaging in leisure activities, and learning to work (paid or voluntary) with the necessary supports. (9)

Strategic Research:

Long Term Effects of Treatment- Jared Carlson

1. Snell, Martha E. "Autism, Education of Individuals with." Encyclopedia of Education.Ed. James W. Guthrie. 2nd ed. Vol. 1. New York: Macmillan Reference USA, 2003. 161-162. Great article with an emphasis on the education of those with autism as a way to increase independence for those with the disorder. Fact: Curriculum for these students tends to be functional in nature, reflecting skills needed in everyday life across domestic, leisure, school, community, and vocational domains. Students are taught to make choices, communicate in functional ways (which may include AAC methods such as signing, use of pictures, etc.), develop useful skills that reduce their dependence on others, and learn social skills suited to their chronological age. 2. Interview with Andy: "The Government cut our reimbursement rate substantially. Slashed most of our clients budgets. Limited some of the services and some of the things they used to be able to go for. Now people are doing things for free. Clients are going for less expensive services (field trips, instead of training sessions) -Facts: They are seeing an increase in negative behavior, and loss in skills they once had. Adults are now in groups instead of in one on help -80% payroll -6 buildings, 7 vehicles, plus insurance and all of the regulations that are given out. -120 employees 3. www.care.com/special needs (Factors that impact cost of care) Factors in the impact that can organizations faces with cost of care. -Fact:Average cost per day is $61 ($15,250). Range is from $7,750, to $32,000). 4. http://esciencenews.com Financial effects on families in various states. -Fact: Extra $774 per year for expenses related to their child's special needs 5. http://news.wustl.edu/news/pages Rankings of cost of raising child with special needs: Rankings by state. 6. http://www.psychologytoday.com/conditions/autism Explains the definition of autism and of how prevalent it is.

-Fact:A recent study of a U.S. metropolitan area estimated that 3.4 of every 1,000 children ages 3 to 10 had autism. 7. http://dddc.rutgers.edu/pdf/mceachlin_et_al.pdf Specifically speaks about the long term effects that children with autism face. -Fact: The Rutter study found that only 1 of 64 subjects with autism (fewer than 2%) could be considered free of clinically significant problems by adulthood, as evidenced by holding a job, living independently, and maintaining active and age appropriate. 8.http://reflectionondepression.typepad.com/my-blog/2011/03/the-long-term-effects-of-childhood-mentalillness Another article that speaks about the long-term effects on children with autism. -Fact: Quote by Dr. Owen Wolkowitz: "I've advocated before that parents and doctors take childhood mental illness seriously. The developmental stakes are high, and an untreated mental or emotional illness can affect a child's academic, social, and emotional development for years to come. Also, an early age of onset is often a sign that a case is especially severe, warranting aggressive treatment to reduce the child's suffering."

Strategic Research:

Stresses on Family Members- Taylor Hartman

Source 1: Rosie, personal communication, July 5, 2012. Rosie is the mother of Christian who has been attending Journeys for 10 years. Christian is 29 years old and is a social butterfly. He is famous at Journeys for his great hugs and loving personality. Not only does everyone love him at Journeys but so does everyone in the community. His mom and dad just love how social he is and never holds him back. He also has a 21 year old sister who is attending Boise State. Source 2: Merodene, personal communication, July 5, 2012. Merodene is the mother of Jake. Jake has been attending Journeys for 7 years. Jake suffers from uncontrolled seizures and a learning disability due to a rare brain tumor. He needs constant supervision because of his seizures. Journeys provides this for him. Source 3: Michelle Diament. (June 15, 2011). Disability Caregivers Struggling Financially, Emotionally. DisabiltyScoop. Retrieved from http://www.disabilityscoop.com/2011/06/15/disability-caregivers-struggling/13339/ The journal, DisabilityScoop has the premier source of developmental disability news. In this particular article it discusses the findings of a nationwide survey of caregivers of those with developmental disabilities and the hardships these families face in accessing support services. Source 4: Sullivan, P. and J. Knutson. 2000. Maltreatment and disabilities: A population-based epidemiological study. Child Abuse & Neglect, 24 (10), 12571273. I got this source from another website entitled Promising Practices In Serving Crime Victims With Disabilities. This website has many statistics that deal with crime and disability. They also then discuss prevention methods and patterns of victimization and response. Source 5: Gupta,Ashum and Singhal,Nidhi.(2004). Positive Perceptions in Parents of Children with Disabilities. (unpublished doctoral dissertation). University of Delhi, Delhi India. The research that they conducted in here

was very interesting. It discussed the pros and cons of having children with disabilities. They found that families with these disabilities have had a positive experience even though it can be very stressful. It all depends on the attitude of the family. Key Facts : 1. One in three families are on waiting lists for some type of government-funded service ranging from personal assistance to respite care and housing and theyre likely to remain in limbo for an average of over five years. (3) 2. One in five families said someone had to quit their job in order to provide care. And more than 80 percent of caregivers said they put their own retirement in jeopardy because they used savings to fund services for a loved one. (3) 3. The vast majority of caregivers report feeling tired and stressed some or most of the time. Nearly half say they have more care giving responsibilities than they can handle. (3) 4. Children with disabilities are more than three times more likely to be abused or victimized than children without disabilities. (4) 5. When we have his yearly IEP, they are very concerned that he is getting the services he needs and desires. They always ask us what we want and need and make their plans and schedules around us. As a parent, I call often and the staff is always accommodating to our changes in schedules, etc. due to the seizures. (2) 6. Jake enjoys attending Journeys. It has been very good for him to be able to interact with other people his age. He enjoys them very much. I would have to say that the greatest benefit of him attending Journeys is having the opportunity to interact socially with other people. If we did not have this facility, or others like it, Jake would be home all day long with no interaction with other people besides myself (mom). It would be very hard to expose him to the various activities that have been so good for him there. Because of his seizures I do not take him out into the community alone for safety reasons. He loves the interaction with the other people. While Jake is attending Journeys, it allows me to be able to do the things I need to do outside of our home, so that when he gets home each afternoon I can focus my attention on him and his needs.(2) 7. Jake would be very sad if he wasn't able to attend Journeys. He loves all the staff and his friends there. It gives him a purpose for each day. He looks forward to the activities they have planned and seeing his friends. (2) 8. Existing studies reveal that very often the parents have a negative attitude towards their child with disabilities. The parents are plagued with feelings of pessimism, hostility, and shame. Denial, projection of blame, guilt, grief, withdrawal, rejection, and acceptance are the usual parental reactions. Some parents also experience helplessness, feelings of inadequacy, anger, shock and guilt whereas others go through periods of disbelief, depression, and self-blame. The siblings also experience feelings of guilt, shame, and embarrassment. (5) 9. Families do experience high levels of stress. It is also noted that having a child with disabilities affects not only the parents, but also siblings and the relationships among the family members. (5) 10. Additional stress is also created due to marital conflicts associated with rearing the handicapped child, extra financial burdens to obtain the necessary services, and fatigue and loss of leisure time due to care-taking responsibilities.(5)

11. Mullins (20) presented themes arising from a content analysis of 60 books written by parents of children with a variety of disabilities. He identified significant demands and emotional stress, but the majority of the authors also felt that their lives had increased meaning and enrichment as a result of their experience with their children. (5) 12. In a similar analysis of fathers published accounts, Hornby (21) noted stressful experiences and negative feelings but also strong positive feelings and claims of personal growth. Furthermore, it has been found that relatives who have been studied less intensively by researchers, such as siblings and grandparents, anecdotally reported positive views about their relative with a disability. (5)

Strategic Research:

Prevalence Nationally and Locally- Chad Morrill

Source 1: "Developmental Disabilities." Centers for Disease Control and Prevention. Centers for Disease Control and Prevention, n.d. Web. 2 July 2012. <http://www.cdc.gov/>. This study by the CDC and Health Resources and Services Administration underscores the increasing need for health, education and social services, and more specialized health services for people with Developmental Disabilities. Source 2: "Census Information." American FactFinder. U.S. Government, n.d. Web. 2 July 2012. <http:// factfinder2.census.gov/>. The 2010 U.S. Census contains information about the U.S. population. This information is specific to to disability in the United States. Source 3: "Idaho Department of Health and Welfare." Developmental Disabilities Home. N.p., n.d. Web. 2 July 2012. <http://www.healthandwelfare.idaho.gov/Medical/DevelopmentalDisabilities/tabid/120/Default.aspx>. The Idaho Department of Health and Welfare's programs and services are designed to help people live healthy and be productive, strengthening individuals, families and communities. They deal with complex social, economic and health issues. Source 4: "Idaho Association of Developmental Disabilities Agencies - Web Links." Idaho Association of Developmental Disabilities Agencies - Web Links. N.p., n.d. Web. 2 July 2012. <http://iadda.net/>. The Idaho Association of Developmental Disabilities Agencies (IADDA) is a nonprofit association formed for the purpose of providing education and other charitable purposes. Their purpose is to offer assistance to members in providing suitable programs for persons with developmental disabilities. Source 5: "Upper Valley Options." Upper Valley Options. N.p., n.d. Web. 2 July 2012. <http://www. uppervalleyoptions.com/>. The mission of Upper Valley Options, Inc. is to be the premier provider of community, facility, and home based services to developmentally disabled individuals over the age of three. Upper Valley Options, Inc. is dedicated to the developmentally disabled population, their parents, care providers and other support systems that encourage and promote independence for the developmentally disabled population. Source 6: "Disability Information for Idaho." Disabled World. N.p., n.d. Web. 2 July 2012. <http://www.disabledworld.com/>. Health and disability news and event information from the USA by individual state.

Key Facts: 1. Developmental Disabilities means a chronic disability of a person which appears before 22 years of age and is attributable to an impairment, such as mental retardation, cerebral palsy, epilepsy, autism or other condition found to be closely related to or similar to one of these impairments that requires similar treatment or services. (3) 2. As of 2010, 17.6% of the total population of the United States has some kind of cognitive disabilities (2) 3. 195,748 people or 12.6% of people in Idaho have some form of disability (2) 4. An average 1 in 6 children in the U.S. had a Developmental Disorder in 20062008. This data also showed that prevalence of parent-reported DDs has increased 17.1% from 1997 to 2008 (1) 5. 3,935,089 people in the United States with disabilities have self-care difficulty.(2) 6. The Rexburg/Rigby area only has 2 certified organizations for Development disabilities aid (Journeys and Upper Valley options.(3) 7. Upper Valley Options provide primarily Rehabilitative and habilitative services that include assessment, diagnostic, and treatments that are provided on an outpatient basis to persons with developmental disabilities rather than education and living assistance. (5) 8. There are an estimated 213,000 people in the state of Idaho over the age of five who have a form of disability (6) 9. There are around 106,000 people in the state who have a form of work disability, and 52,000 people with disabilities in Idaho who are employed. (6) 10. The new Idaho Childrens Medicaid system emphasizes evidence-based treatment methods such as community integration, and family empowerment, allowing more families to assist Developmental disability (3)

Strategic Research:
Community Impact- Tara Cordner
Source 2. Andy Crossman, Personal communication June 28, 2012 Source 3. "Success Stories for People with Developmental Disabilities." Success Stories for People with Developmental Disabilities. NowCap Services, n.d. Web. 11 July 2012. <http://www.nowcapservices.org/ successstories.htm>. Source 4. Bogdan, Robert, and Steven Taylor. "BUILDING STRONGER COMMUNITIES FOR ALL:THOUGHTS ABOUT COMMUNITY PARTICIPATION FOR PEOPLE WITH DEVELOPMENTAL DISABILITIES." BUILDING STRONGER COMMUNITIES FOR ALL. Center on Human Policy, 21 Feb. 1991. Web. 11 July 2012. <http://thechp.syr.edu/pcmr.html>. Source 5. Soraya, Lynne. "Asperger's Diary." Developmental Disabilities and the Community: Why Inclusion Is Important. Psychology Today, 17 Jan. 2011. Web. 11 July 2012. <http://www.psychologytoday.com/blog/ aspergers-diary/201101/developmental-disabilities-and-the-community-why-inclusion-is-important>. Source 6. Julie Hamilton, Personal communication July 9, 2012 Source 1. Interview with Sandra Osuburn, Personal communication June 28, 2012

Key Facts: 1. Journeys provides jobs to many college students who are interested in pursuing that as a career field.(1) 2. They take the members to places in the community, like the movies and the bowling alley.(1) 3. The community will become a stronger place when members of the community become smarter and better behaved members of society. Journeys helps people have better communication skills, gain control of their emotions and behaviors, schedule their day, count money, and have better hygiene. (2) 4. Each individual that goes to Journeys is now becoming better involved in their own community. (2) 5. People with developmental disabilities touch the hearts of the people they work with. Community members who work in such areas learn more about life than from working anywhere else. (7) 6. People with developmental disabilities can become successful members of the community. It is possible for them to hold down jobs, get married, and strive to be apart of the community just as others do on a regular basis. (3) 7. Having people with developmental disabilities in a neighborhood should lead to a better community. When people strive to create a good environment for these people, they end up making a good environment for everybody. (4) 8. People with developmental disabilities want to be treated normal and they want to have friends. (5)

Public Opinion Survey:

Results of our public sentiment survey Questions and Answers
1. Is there someone in your life that deals with developmental disabilities? IEDowns Syndrome, Autism, Aspergers (physically, socially, mentally)

2. On a scale from 1-10 what level of independence can someone with developmental disabilities achieve independence? 1 being totally dependent and 10 being totally independent.

3. At what levels do you think they are capable of? (Mark all that apply)

4. Do you think people with developmental disabilities need to be in an assisted living home?

5. Are you aware of any organizations that help people with developmental disabilities? If so, which one?

6. Have you ever heard of Journeys? (Mark all that apply)

7. Would you be interested in volunteering at Journeys (a developmental disability agency) or a similar institution?

Analysis and Reflection of Survey

The survey was created through Qualtrics and then sent to 300 students through their BYU-Idaho e-mails. Out of 300 students 108 responded. The information we wanted to receive out of doing this survey was to get a feel for how people perceived people that struggled with developmental disabilities. We asked specific questions to see what level of independence people with these disorders could achieve. We also asked these specific questions to see how informed people were about agencies that deal with disabilities and if they were willing to work or volunteer in any way. Through the survey we collected the following data: More than half of those surveyed have someone personally in their life that deal with developmental disabilities. Most of those surveyed feel that those that have developmental disabilities can achieve a high level of independence. The majority of those that took the survey feel that those with disabilities can get themselves ready for the day, and cook a meal, but less thought that they were capable of getting a job or owning their own apartment 82% of those that participated in the survey did not think that people with developmental disabilities needed to live in an assisted living home. The majority of those surveyed are not aware of organizations that help with developmental disabilities. Less than half of those surveyed had heard about Journeys specifically. About half of those that took the survey were interested in volunteering at Journeys or similar agencies and half were not interested.

Reflection:
What we learned

Allison Whiting:

I learned a lot about this project because it gave me the opportunity to gain a perspective on something that I was not previously aware of. After going to the Journeys facility multiple times and interacting with the clients and their families, I was able to understand the amount of patience that the families and employees need to have and the sweet spirit that the clients have. I admired how the employees interacted with the participants and the patience that they had with them. I also admired the love that the participants families had for them and the daily sacrifices that they are willing to make for them

Jesse Hardman:

I have really learned a lot while researching this topic. I always thought I understood developmental disorders pretty well but this project has really opened my eyes. The amount of effort that is required to create a healthy environment for those dealing with developmental disorders is humbling. While researching effective treatments for those with these disorders I understood just how difficult it is to find help. These disorders require a lot of work by everyone in involved. I firmly believe that Journeys makes a significant, positive impact in the community and have a newfound respect for all those who strive to better the lives of those with developmental disorders.

Jared Carlson:

As I have done my research, I have come to a greater understanding of variety of longterm effects that patients and their families face due to their treatment. The families face great burdens on caring for those who have mental disorders. I have come to a greater realization that Journeys serves a great role for the members of the community in lightening their burdens now and in the future.

Taylor Hartman:

I am so grateful for the opportunity that we were able to work with Journeys. My husband has worked there for two semesters now and the people that attend Journeys are so near and dear to my heart that I fell like I work there as well. Therefore I wanted to help them out in any way possible. Meeting with Journeys and talking with the manager, Andy Crossman has opened my eyes to the huge hearts that these people have for those that suffer with developmental disabilities. You can see that it is just not a job for them, but has become who they and has consumed their lives. Andy has taken in some clients and has adopted them as his own. That right there proves to me how dedicated they are to these great people. Through my own research and talking with the participants mothers I have learned that this program is an irreplaceable service to them and that they could not function without Journeys. I have learned so much information just not on the school level to get a good grade but have learned life lessons that will last me throughout my life. Doing this project has taught me to not take life so seriously and to enjoy the little things in life that make a huge difference.

Chad Morrill:
I chose to participate in this project mainly because my brother has high-functioning autism but I never really knew how important it is to have organizations that help those with developmental disabilities. Many families are unable to help provide the necessary time and focus to help those with developmental disabilities find jobs or participate in social events that help them. I am glad that I was able to learn so much because it has given me a better view on how I can help my brother as well.

Tara Cordner:

As I worked on this project, I grew a better understanding for why people work with non-profit organizations. The work ethic the people have is so different from the business world. These people are not out to make money or advance in their career, they are working to help others. I loved visiting Journeys and seeing the employees work with those with developmental disabilities. I have also learned a lot about people that have developmental disabilities. These people are amazing Personal and I am grateful I had the opportunity to meet with them and work with them.