Abstract
Abstract Project TEAM empowers trainees with intellectual and developmental disabilities (IDD) to identify and respond to environmental barriers and includes an individualized component in which trainees work towards a goal. During individualized planning sessions and a community-based outing, the licensed professional follows a 5-step process to scaffold support. This case study explores how 2 transition-age trainees (male, age 19, ID; and female, age 18, Asperger's syndrome) progressed through Project TEAM's individualized component and identifies key elements that supported their achievement of community participation and postsecondary education goals. The 5-step process and the incorporation of universally designed materials appear to support goal attainment. Additional elements that may contribute to success include peer mentors, experiential learning opportunities, and individualized supports from the licensed professional.
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