Development, Implementation, and Outcomes of The Mason LIFE Program

1
Development, Implementation, and Outcomes of
The Mason LIFE Program Interview Procedure Manual
in Post-Secondary Education for Individuals with
IDD
By Karen M. Ingram (kingram_at_masonlive.gmu.edu )
and Heidi J. Graff, Ph.D. (hgraff_at_gmu.edu)
Data Analysis Data Analysis Analysis
examined individual, class, and compiled program
interview scores. Statistical information was
gathered for each group and responses evaluated
using the SPSS statistical analysis program.
Individual response differences were noted. A
range of scores and program total calculated. A
standard deviation for a range of scores was
determined for the total program
calculation.
Research Background Historic passage of the
Higher Education Opportunity Act (HEOA, 2008)
offered legislation that set federal guidelines
which defined the comprehensive transition and
postsecondary programs for students with an
intellectual disabilities (ID). With the
establishment of many recognized postsecondary
programs for individuals with intellectual and
developmental disabilities (IDD) both in the U.
S. and abroad, it is essential that the
admissions process address the necessary
competencies that enable individuals to be
successful. In a recent survey, most
postsecondary programs for individuals with IDD
required special entrance criteria (Grigal, Hart
Weir, 2012), although these appeared to vary
greatly from program to program. Several common
criteria were identified for admissions to post-
secondary programs which include student desire
to be on campus, student domicile, completed
years of high school, prerequisite skills,
independent travel, and independently navigate
campus (Papay Bambara, 2011). It is important
that postsecondary applicants have the potential
to successfully achieve their goals within their
chosen program (Carroll, Blumberg, Petroff,
2008).

• Study Questions
• Does the current use of the interview in the MLP
  show a direct relationship on student outcomes?
  What range of scores can be determined from the
  implementation of the interview?
• If students admitted to the program who were
  interviewed scored within a certain range and
  successfully completed and graduated for each
  year implemented, can the instrument be valued as
  a predictive measure for future success?
• What adjustments to the interview procedure
  manual, if any, need to be considered in review
  of the results and implications?

Method Sample Students (entering 18-23 years
of age) vary greatly in terms of abilities and
disabilities within the non-categorical, IDD
population. Instrument Development Using the
current interview template as a guide, an
interview session was recorded, transcribed, and
revised along with anecdotal records to construct
a draft. Question selection was drawn from
reviewing the compiled text and refining,
constructing and sequencing items. Each
applicant responded to questions evaluated on a
1-5 Likert scale (lowest to highest) with values
assigned for each question scored. Sample
Question Examiner (Displays school books curio
box) What is this? Applicant School
books. Question 1 Scoring on the Likert scale
If the question is not asked, it is scored a 0.
If an applicant has no answer, states I dont
know, or has an unrelated answer, it is scored a
1. If an applicant answers in the form of school
related supplies (notebook, journal) it is scored
a 3. If an applicant answers books or
specifically school books, it is scored a 5.
  Instrument Purpose Implementation of the
interview procedure manual is to obtain a general
overview of an applicant as a first level in
determination of readiness for college as
compared to a typical college student. Existing
Data The data set included applicants who had
undergone the interview process and were accepted
for the graduation years of 2015-2017. The total
number of participants was 35 for years 2015
(n7) 2016 (n15) and 2017 (n13),
respectively. Data Collection Data was
collected from each participants file to gain
demographic information and for review of
original interview forms. Scores were derived by
assigning a sum for a singular question in each
of the 8 areas and related sections on each form.
A composite score was determined for each
student.  
Results Response Analysis Individual applicant
responses to interview questions scored mostly
between 2-5 on the Likert scale, indicating the
ability of most applicants to communicate
satisfactorily and attempt appropriate responses.
Analysis identified response differences to
several questions for which a 1 was scored and
for one question with a no response for 5.
Range of Scores Analysis identified a range of
scores for each class included in the study. An
aggregated range was also established for the
program. The maximum score on the interview is
160. A 15 point standard deviation for this data
set found with a scoring range of 85-145 with a
predictive value of successful yearly academic
progress and program completion at the 100-130
range. Implications for Practice Implementation
The MLP Interview Procedure Manual can be seen
as a useful tool for predicting successful
outcomes for program applicants as future
students. It offers a foundation for scope and
content as well as a research based focus for
applicant selections. Conclusions The results
of the study provided empirical evidence that
confirmed a direct relationship between the MLP
Interview Procedure Manual score and the
predictive yearly success and program completion
of each student.

• Study Focus and Goals
• Focus The study focused on the development of an
  interview procedure manual and was conducted
  within the Mason LIFE Program (MLP) of George
  Mason University. This program provides young
  adults with IDD an inclusive, academically
  supported, university experience.
• Goals The goal of developing the interview
  procedure manual was to formalize the current
  interview template for continued use within the
  program as part of the admissions process review
  information from existing student interview data,
  analyze the descriptive statistics evaluate the
  results for a demonstrated predictive value and
  suggest possible implementation for other U.S.
  and internationally based post- secondary
  programs.

Question Not Asked 1 No Answer I Dont Know Or Unrelated 2 Between 1-3 3 Notebook Journal 4 Between 3-5 5 Books/ School Books