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Assessment of Nutrition and Wellness Skills, Topics, and Learning Methods Among Life Project Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Assessment of Nutrition and Wellness Skills, Topics, and Learning Methods Among Life Project Students./
Author:	O'Meara, Maggie.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	97 p.
Notes:	Source: Masters Abstracts International, Volume: 83-11.
Contained By:	Masters Abstracts International83-11.
Subject:	Nutrition. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28963193
ISBN:	9798438730170

Assessment of Nutrition and Wellness Skills, Topics, and Learning Methods Among Life Project Students.
O'Meara, Maggie.

Assessment of Nutrition and Wellness Skills, Topics, and Learning Methods Among Life Project Students. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 97 p.

Source: Masters Abstracts International, Volume: 83-11.

Thesis (M.S.)--California State University, Long Beach, 2022.

This item must not be sold to any third party vendors.

Research to identify ways to support independent living skills among young adults with autism spectrum disorder (ASD) is lacking. Managing one's health requires essential skills for long-term independence such as food selection and preparation. Thus, health and wellness interventions to benefit the transition to adulthood must consider current skill levels and interests among young adults with ASD. This study investigates self-reported nutrition and wellness skills, topics of interest and importance, and preferred learning methods for young adults with ASD to enhance independent living. Young adults (n = 13) who have participated in a college program that promotes health and independence of students with ASD and who have completed an anonymous online questionnaire assessing their nutrition and wellness-related skills and learning preferences. Collapsed mean scores were used to assess low and high confidence levels and desired topics of interest or importance for independence as an adult. Using a Chi-square test, significant difference between participants aged 18-22 and 23-30 was computed to understand the association between confidence level by age group. Respondents (76 %) reported low confidence in the planning, preparing, and grocery shopping of nutritious meals for a balanced diet. The relation between confidence level of nutrition and wellness-related independent living skills and age of young adults was not significant (χ2 (1, N = 13) = 0.66, p = .797). When asked to estimate the level of personal interest in learning about specific nutrition and wellness topics, respondents ranked 7 out of 10 topics as high desired interest and even higher importance for independence as an adult. Most young adults preferred in-person sessions (53.9%) over Zoom sessions (7.7%). Our findings show a large proportion of young adults with ASD expressing an interest and need for interventions addressing nutrition and wellness skills to promote healthy behaviors and independent living. The age of participants was not associated with a difference in confidence level of independent living skills, revealing that this population should be targeted at all ages for intervention-based initiatives. Further research should explore the relationships between confidence level and age, given the small sample size and limited power. This study highlights preliminary data assessing the self-reported skills, interests, and learning preferences among young adults with ASD.

ISBN: 9798438730170Subjects--Topical Terms:

517777
Nutrition.
Subjects--Index Terms:

Independent living skill

Assessment of Nutrition and Wellness Skills, Topics, and Learning Methods Among Life Project Students.
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520 $a Research to identify ways to support independent living skills among young adults with autism spectrum disorder (ASD) is lacking. Managing one's health requires essential skills for long-term independence such as food selection and preparation. Thus, health and wellness interventions to benefit the transition to adulthood must consider current skill levels and interests among young adults with ASD. This study investigates self-reported nutrition and wellness skills, topics of interest and importance, and preferred learning methods for young adults with ASD to enhance independent living. Young adults (n = 13) who have participated in a college program that promotes health and independence of students with ASD and who have completed an anonymous online questionnaire assessing their nutrition and wellness-related skills and learning preferences. Collapsed mean scores were used to assess low and high confidence levels and desired topics of interest or importance for independence as an adult. Using a Chi-square test, significant difference between participants aged 18-22 and 23-30 was computed to understand the association between confidence level by age group. Respondents (76 %) reported low confidence in the planning, preparing, and grocery shopping of nutritious meals for a balanced diet. The relation between confidence level of nutrition and wellness-related independent living skills and age of young adults was not significant (χ2 (1, N = 13) = 0.66, p = .797). When asked to estimate the level of personal interest in learning about specific nutrition and wellness topics, respondents ranked 7 out of 10 topics as high desired interest and even higher importance for independence as an adult. Most young adults preferred in-person sessions (53.9%) over Zoom sessions (7.7%). Our findings show a large proportion of young adults with ASD expressing an interest and need for interventions addressing nutrition and wellness skills to promote healthy behaviors and independent living. The age of participants was not associated with a difference in confidence level of independent living skills, revealing that this population should be targeted at all ages for intervention-based initiatives. Further research should explore the relationships between confidence level and age, given the small sample size and limited power. This study highlights preliminary data assessing the self-reported skills, interests, and learning preferences among young adults with ASD.
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