Impact of an Individualized Planning Approach on Personal Outcomes and Supports for Persons With Intellectual Disabilities
Bibliographic record
Abstract
Abstract Planning initiatives for individuals with intellectual disabilities (ID) have shifted from traditional planning primarily conducted by caregivers to an individualized planning approach controlled by the person with ID him/herself. The goal of this paradigm shift is to increase individualization of supports to accomplish personal objectives and improve quality of life. Despite the widespread acceptance and promotion of individualized planning, there has been little empirical research to demonstrate its effectiveness. This study compares traditional planning to individualized planning on supports obtained and personal objectives accomplished using a randomized between‐group design. Persons receiving an individualized planning process improved in both supports and personal outcomes as compared to the traditional planning group. When the traditional planning group subsequently received individualized planning, they replicated the results of the first individualized planning group. The findings support implementation of an individualized planning approach in service agencies for individuals with ID.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.222 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.003 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".