{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,22]],"date-time":"2026-09-22T07:46:56Z","timestamp":1790063216077,"version":"4.0.1"},"reference-count":16,"publisher":"SAGE Publications","license":[{"start":{"date-parts":[[2024,12,13]],"date-time":"2024-12-13T00:00:00Z","timestamp":1734048000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["J Intellect Disabil"],"abstract":"<jats:p>This pilot study evaluated a money management skills program for students within the scope of occupational therapy practice. Three undergraduate students with intellectual disabilities attended sessions twice weekly for six weeks, learning financial concepts and applying knowledge through technology-based activities. The students were nonrandomly selected through a program that works to support college students with intellectual disabilities. Perceptions of money management skills pre- and post-intervention were assessed using a novel developed quantitative questionnaire. The Kohlman Evaluation of Living Skills (KELS) Assessment (money management section) was used to score and assess the participants\u2019 money management skills using descriptive indicators. The results demonstrated improvements in KELS Assessment and Likert-question scores from pre- to post-program implementation. Further research should be conducted to draw significant statistical conclusions on the effectiveness of a technology-based money management program for college students with intellectual disabilities.<\/jats:p>","DOI":"10.1177\/17446295241308977","type":"journal-article","created":{"date-parts":[[2024,12,13]],"date-time":"2024-12-13T07:06:14Z","timestamp":1734073574000},"update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":1,"title":["An educational money management program for undergraduate students with intellectual disabilities: A pilot study"],"prefix":"10.1177","author":[{"ORCID":"https:\/\/orcid.org\/0009-0008-4845-7890","authenticated-orcid":false,"given":"Carmela B.","family":"Ataviado","sequence":"first","affiliation":[{"name":"Widener University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Sara K.","family":"Frye","sequence":"additional","affiliation":[{"name":"Widener University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kristy L.","family":"Meyer","sequence":"additional","affiliation":[{"name":"Widener University"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2024,12,13]]},"reference":[{"key":"e_1_3_3_2_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10803-020-04676-0"},{"key":"e_1_3_3_3_1","unstructured":"American Occupational Therapy Association (2024). 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