However, in California, a group of 21 Regional Centers provides services to developmentally delayed adults ranging from life-planning, funding of services and equipment, advocacy, family support, counseling, vocational training, etc. Few agencies exist nationally to provide such services to developmentally delayed individuals from birth through adulthood. More recently (and even in older studies), researchers have begun to note that developmentally delayed adults need services to help them succeed in adulthood in a variety of areas needed for successful independent living, such as living arrangements, financial and budgeting skills, relationships, sex, aging parents, grocery shopping and a host of other issues (Beresford, 2004, Dunlap, 1976, Smith, 1992, Parker, 2000). Yet, some of those same researchers note that most developmentally disabled adults do not work after high school (Sitlington, et. Many of the studies focus on transitional services needed to aid developmentally disabled adults move successfully from high school to the adult working world (Nuehring & Sitlington, 2003, Sitlington, et. I will establish this “control” group by examining a similar group of individuals who have sought – but refused – Regional Center services.Īn abundance of literature reveals a great need for better transitional services for developmentally delayed individuals leaving high school and entering adulthood (Nuehring & Sitlington, 2003, Sitlington, et. I will test my hypothesis – that such services could lead to greater independence in developmentally disabled adults – by examining living skills of a group of developmentally disabled adults with services provided by Regional Centers to a group of developmentally disabled adults who do not receive Regional Center services. The dependent variable would be independent living skills of developmentally disabled adults. The Independent Variable would be services provided by Regional Centers. This paper proposes to answer the question: What is the effect of services provided by Regional Centers on the independent living skills of developmentally disabled adults? There is a need for further research detailing what kinds of services are important to success, such as reinforcement of domestic, vocational and social skills, as well as financial planning. Research shows that developmentally disabled individuals need skills training in order to be able to function independently as adults (Flannery, Yovanoff, Benz & Kato (2008), Sitlington, Frank & Carson (1993), Smith (1992). RESEARCH PROPOSAL (Each page should start with this running head, flush left) (The below title page information should be centered and at the center of the page) RESEARCH PROPOSAL (Running head, all caps and flush left) Where needed, explanations have been added to indicate the placement or formatting of the headers: The following shows, in part, what an APA-formatted paper would look like. In addition, in levels 3-5, the headings are indented and end with a period. However, levels three through five should have the paragraph begin in line with the headings, and only the first word is capitalized. Not all five levels should be used, but the same level of heading or subheading should be of equal importance regardless of the number of subsections under it.įor level one and two headings, paragraphs should begin under the heading on a new line, and these levels should capitalize each word in the heading. You should use as many levels as required in your paper to present the most organized structure. In addition to the above rules, headings and subheadings also should not be accompanied by letters or numbers. They should be formatted in boldface and the important words of the heading should be capitalized. Major levels (highest level) titles in your APA title are centered on your paper. The sections named above are considered major elements of your paper, so these sections should be treated as the highest level of headings. Indented, italicized, lowercase heading with a period. Indented, boldface, italicized, lowercase heading with a period. Indented, boldface, lowercase heading with a period. Left-aligned, Boldface, Uppercse, and Lowercse Heading Centered, Boldface, Uppercase, and Lowercase Headings
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