Later-life planning: Promoting knowledge of options and choice making

The effectiveness of a person-centered later-life planning training program designed to teach older adults (N = 60) with mental retardation about late r-life planning issues and increase their participation in choice-making wa s examined. Using quantitative data analyses, we assessed the impact of the program on intervention and control groups. Results indicated that the int ervention group gained more knowledge of concepts in the curriculum and mad e more choices over time than did the control group. The wide variety of go als that participants set were examined through qualitative analyses; 87% o f the participants met or,partially met their goals. Information on the sup ports and barriers to meeting goals is provided.