UC Berkeley

This research project explores the communication opportunities for individuals in a community-based transition program in the Bay Area. The study focuses on the opportunities that are made available by a program that is founded on neurodiversity and trauma-informed principles. The research questions examined how a neurodiverse framework allows for diverse forms of communication to be utilized by participants throughout their activities at job sites, academic classes and travel training trips. The second question investigated the ways that using video recording can enhance our understanding of individual and community experiences. This was particularly relevant as I used and offered GoPro cameras to wear throughout data collection. Nine of the program’s participants agreed to participate in this study. I accompanied these individuals during their program two days per week over the course of approximately nine months. This study was halted to an immediate end by the start of the shelter-in-place due to the global pandemic. This study used observational, video, audio and photography data in its qualitative analysis. NVivo software was used to organize the data, code and analyze the findings. The first chapter describes the conceptual framework and methodological choices in detail. The following three chapters, chapter two, three and four each discuss specific groups of data excerpts that highlight distinct areas of findings. Chapter two uses data excerpts that closely analyze the interactional and accessibility of social space for the participants engaged in their program activities. With these examples, findings point to how the participants utilize strategies and are affirmed in their participation throughout program activities. Here, the discussion adds to socio-spatial theory and its direct relationship with accessibility. In chapter three, data examples are used to demonstrate the many ways that program participants invite interactional engagement through the use of material, appearance and proximity choices. The discussion builds on literature based on interactional engagement through shared referential material. Finally, in chapter four, data examples are used to describe how self-determination arises in the program. Both aspects related to how the program and staff support self-determination training and how the participants engage is discussed. This discussion provides examples for contextualized self-determination training in community-based programming. This study contributes to knowledge on the implications for neurodiverse and trauma-informed service models for individuals with intellectual/developmental disabilities. The study used an interactional analysis approach to demonstrate how choices that are made between communication partners can impact the overall flow and accessibility of spaces. Finally, this study further engages with how we come to understand self-determination as a process that is embedded in the daily practices of individual.