Residential immersive life skills programs for youth with physical disabilities: A pilot study of program opportunities, intervention strategies, and youth experiences.

Purpose: A pilot study was conducted to assess correspondence among measures of program characteristics (opportunities and intervention strategies) and youth experiences in a range of activity settings in a residential immersive life skills (RILS) program.

Method: Opportunities and intervention strategies were assessed in 18 activity settings in the 21-day program. On two occasions each, four youth completed a measure of experiences and took part in onsite interviews.

Residential immersive life skills programs for youth with disabilities: service providers' perceptions of change processes.

Background: Residential immersive life skills (RILS) programs are designed to equip youth with physical disabilities with the foundational life skills required to assume adult roles. The objective was to determine RILS service providers' perceptions of the active ingredients of the intervention change process.

Methods: Thirty-seven service providers from various disciplines completed measures to assess expertise status and participated in qualitative interviews.

Residential immersive life skills programs for youth with disabilities: service providers' perceptions of experiential benefits and key program features.

Purpose: The objective was to determine service providers' perceptions of the experiential benefits of residential immersive life skills (RILS) programs for youth with disabilities, along with important program features.

Methods: Thirty-seven service providers from three RILS programs took part in qualitative interviews. Themes were derived using a phenomenological approach.