Effectiveness of the co-PID for students with moderate intellectual disability

OBJECTIVE. We aimed to corroborate the effectiveness of the Collaborative Consultation for Participation of Students With Intellectual Disability (Co-PID), intended for enhancing participation in classroom-related activities. METHOD. The study took place in two special education schools and included students with moderate intellectual and developmental disabilities ages 7–20 yr. The schools were randomly assigned to intervention (Co-PID; n 5 28 students, n 5 4 teachers) and control (In-Service [IS]; n 5 32 students, n 5 7 teachers) groups. Participation was evaluated at pre- and posttest of an 8-mo intervention. RESULTS. The Co-PID improved students’ ability to choose among provided options. Additionally, the Co-PID group achieved more goals (measured by goal attainment scaling) than the IS group in all participation areas, and their enhanced participation transferred to other school environments (as measured by the School Function Assessment). CONCLUSION. The Co-PID was found to be an effective program for enhancing classroom and school participation.