614 Disability & Rehabilitation, 2013; 35(7-8): 614–622 © 2013 Informa UK, Ltd. ISSN 0963-8288 print/ISSN 1464-5165 online DOI: 10.3109/09638288.2012.705218 Purpose: This paper describes a participatory research process in which six youth with disabilities (Youth Panel) participated in the development and evaluation of a manualized advocacy training, Project TEAM (Teens making Environment and Activity Modifications). Project TEAM teaches youth with disabilities how to identify environmental barriers, generate solutions, and request accommodations. Method: The Youth Panel conducted their evaluation after the university researcher implemented Project TEAM with three groups of trainees. The Youth Panel designed and administered a survey and focus group to evaluate enjoyment and usefulness of Project TEAM with support from an advocate/researcher. Members of the Youth Panel analyzed survey response frequencies. The advocate/researcher conducted a content analysis of the open- ended responses. Results: Sixteen of 21 Project TEAM trainees participated in the evaluation. The evaluation results suggest that the trainees found the interactive and individualized aspects of the Project TEAM most enjoyable and useful. Some instructional materials were difficult for trainees with cognitive disabilities to understand. Conclusions: The Youth Panel’s involvement in the development of Project TEAM may explain the relatively positive experiences reported by trainees. Project TEAM should continue to provide trainees with the opportunity to apply concepts in real-life situations. Project TEAM requires revisions to ensure it is enjoyable and useful for youth with a variety of disabilities. Keywords: Advocacy, Participatory Action Research (PAR), young adults Introduction Incorporating youth perspectives into the development and evaluation of rehabilitation approaches gives valuable insight into the quality of services and can enhance programme efectiveness [1–5]. When professionals design interventions, they may make incorrect assumptions about the efective- ness of the techniques utilized and the importance of the topics addressed [6]. When interventions are not acceptable or important to stakeholders, translation of knowledge to practise is not likely [7]. Involving youth with disabilities in the development of new rehabilitation approaches from the “ground up” may increase the likelihood that other youth will fnd the interventions enjoyable and useful. A growing body of literature suggests the limited participation of youth with disabilities in home, education and the community is due to barriers in the physical and social environment [8–10]. Yet, to date, there has been limited translation of this knowledge to practise, and the primary focus of rehabilitation continues to be changing the young person instead of the environment [11,12]. A few exceptions can be found: rehabilitation practitioners have several environmental- focused assessments available for use in practice [13–16] and REHABILITATION IN PRACTICE Involving youth with disabilities in the development and evaluation of a new advocacy training: Project TEAM Jessica Kramer, Yishai Barth, Katie Curtis, Kit Livingston, Madeline O’Neil, Zach Smith, Samantha Vallier & Ashley Wolfe Department of Occupational Therapy, Boston University, Boston, MA, USA Correspondence: Jessica Kramer, Department of Occupational Terapy, Boston University, 635 Commonwealth Ave, Boston, MA 02215, USA. Tel: 617-353-2702. E-mail: kramerj@bu.edu • Group process strategies, picture-based data collec- tion materials, peer teamwork, and mentorship from adults with disabilities can enable youth with disabili- ties to engage in research. • Collaborating with youth with disabilities in the development of new rehabilitation approaches may enhance the relevance of interventions for other youth with disabilities. • Youth with cognitive disabilities participating in advo- cacy and environment-focused interventions may prefer interactive and experiential learning activities over passive teaching approaches such as powerpoints and videos. Implications for Rehabilitation (Accepted June 2012)