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Self-Determination among Transition-Age Youth with Autism or Intellectual Disability: Parent Perspectives
Abstract
This study examined 68 parents' views of the self-determination skills and capacities of their young adult children with autism spectrum disorders and intellectual disability (ages 19–21 years). Results indicated parents placed a high value on the importance of all seven component skills (i.e., choice-making skills, decision-making skills, goal-setting skills, problem-solving skills, self-advocacy and leadership skills, self-awareness and self-knowledge, and self-management and self-regulation skills) associated with enhanced self-determination. Yet, parents indicated their young adult children did not often perform these skills well. Effect sizes suggested high-magnitude differences between parents' ratings of the importance and their child's performance for each self-determination skill evaluated. Furthermore, regression analyses indicated parents' perceptions of the severity of their child's disability accounted for a significant portion of the variance in the overall ratings of their child's performance of these seven skills (26%) and overall self-determination capacity (27%). Parents who described their children's disabilities as being less severe rated their children as having higher performance levels on both measures of self-determination. Educational implications are presented along with recommendations for future research.
... In the context of education, self-advocacy is crucial for securing necessary accommodations and supports. Carter et al. (2013) found that transition-age youth with autism or intellectual disabilities benefit greatly from developing selfadvocacy skills, which help them navigate the complexities of educational environments (Carter et al., 2013). Furthermore, the role of self-advocacy extends beyond education into employment. ...
... In the context of education, self-advocacy is crucial for securing necessary accommodations and supports. Carter et al. (2013) found that transition-age youth with autism or intellectual disabilities benefit greatly from developing selfadvocacy skills, which help them navigate the complexities of educational environments (Carter et al., 2013). Furthermore, the role of self-advocacy extends beyond education into employment. ...
... In the educational domain, self-advocacy skills help students obtain necessary accommodations and supports, leading to better academic performance and higher levels of satisfaction. Carter et al. (2013) found that selfdetermination and self-advocacy are closely linked to positive educational outcomes for transition-age youth with disabilities (Carter et al., 2013). ...
The objective of this study was to explore and develop effective counseling strategies to enhance self-advocacy among young adults with disabilities. This qualitative research involved semi-structured interviews with 22 young adults aged 18 to 30 with various disabilities, including physical, intellectual, and developmental disabilities. Participants were recruited through disability support organizations, educational institutions, and social media platforms. The data collection focused on understanding participants' experiences, challenges, and strategies related to self-advocacy. Thematic analysis was used to identify key themes and patterns in the data, with the goal of achieving theoretical saturation. The analysis revealed three main themes: understanding of self-advocacy, experiences with self-advocacy, and challenges and barriers to self-advocacy. Participants highlighted the importance of self-advocacy for personal empowerment and independence. Positive advocacy experiences were linked to increased self-esteem and better outcomes in education and employment. Support systems, such as family and counselors, were crucial in facilitating self-advocacy. However, significant barriers included societal attitudes, institutional policies, and personal limitations. Assistive technology and comprehensive leadership training were identified as effective strategies for enhancing self-advocacy skills. Enhancing self-advocacy among young adults with disabilities requires targeted counseling interventions that focus on building essential skills and addressing barriers. Collaborative approaches involving family and community support are critical. Policymakers should implement inclusive policies and ensure access to assistive technologies. Future research should explore the long-term impact of self-advocacy training and consider the intersectionality of disability with other factors such as race and gender.
... When children, regardless of their disability status, receive explicit instruction and opportunities to develop and practice skills associated with self-determination, they are expected to achieve academic objectives of their choosing in school 2) , leading to favorable outcomes after leaving school 3) . However, due to the unique characteristics of children with intellectual disabilities (ID) or Autism Spectrum Disorder (ASD) compared to their non-disabled peers or individuals with other disabilities, children with ID or ASD often demonstrate poorer academic and post-school outcomes, as well as lower levels of self-determination 4,5) . categories influence parental ratings of self-determination importance, opportunities, and capacity for their children. ...
... However, research suggests that children and youth with ID or ASD often have limited opportunities and support to engage in self-determined actions compared to children with other disabilities or no disabilities 4,45) . This lack of opportunity may hinder their ability to effectively develop self-determination skills. ...
... This finding is consistent with Carter et al.'s findings, which showed that parents consistently rated their children's selfdetermination capacity as low, regardless of age, with only slight increases among older children 4) . This result may be attributed to the belief held by some parents that children will naturally develop self-determination skills as they mature into adults. ...
The promotion of self-determination is crucial in the field of special education, particularly for children with intellectual disabilities or autism spectrum disorder. However, little is known about the role parents play in fostering self-determination for their children with developmental disabilities outside of school. This study aims to assess the perspectives of parents in Fujian and Taiwan regarding the importance, opportunities, and capacity of self-determination. Additionally, we explore how factors such as geographic regions, children's disability categories, and grade levels influence parents' perspectives. We surveyed 404 parents of children with intellectual disabilities or autism spectrum disorder in Fujian Province and Taiwan. The results revealed that parents' perception of the importance of self determination affected how they provided opportunities for self-determination at home. Furthermore, parents who were more inclined to provide their children with opportunities for self-determination generally perceived their children's ability to exercise self-determination as higher. However, this correlation is influenced by the specific type of disability that the child has. The study also discovered that parental perspectives on the capacity of self-determination skills varied depending on the child's disability category and grade level. These findings suggest the need for further research on implementing self-determination at home, which should focus on: 1) Providing parents with accurate information about their children's self-determination abilities; 2) Developing effective strategies for promoting self-determination in students with disabilities, especially those with ID and ASD; and 3) Emphasizing the importance of teaching self-determination skills to children with disabilities at a young age through specially designed instructional programs.
... The questionnaire used in this study was a modified version of an existing questionnaire that has been used in other research (Carter et al., 2013a(Carter et al., , 2013bCarter et al., 2008;Stang et al., 2009;Wehmeyer, Agran, & Hughes, 2000) to examine parents', teachers', and paraprofessionals' perceptions of Self-D skills of students with disabilities. The questionnaire assessed Self-D skills drawn from the functional Self-D theory (Wehmeyer, 1999): choice-making, decision-making, goal setting, problem-solving, self-advocacy and leadership, self-regulation and self-management, and self-awareness and self-knowledge. ...
... Thus, one purpose of this study was to examine the importance of Self-D in Saudi Arabia from the parents' perspectives and the differences between the ratings of parents of children with ID and without disabilities. In this study, most Saudi Arabian parents in both groups clearly emphasized the importance of Self-D of their male children, consistent with other studies in the USA (Carter et al., 2013a(Carter et al., , 2013bFrankland, Turnbull, Wehmeyer, & Blackmountain, 2004) and other countries (Arellano & Peralta, 2013;Zheng et al., 2015). Having these positive perceptions is the first step towards supporting the development of Self-D among young adults with disabilities. ...
... Having these positive perceptions is the first step towards supporting the development of Self-D among young adults with disabilities. The leadership skill was rated as the least important in this study (40% of parents of high school students with ID and 50% of parents of high school students without disabilities), which was similar to the findings of studies conducted in the USA with parents of students with disabilities (Carter et al., 2013a(Carter et al., , 2013b. ...
Background
Self-determination is essential for improving the quality of life of individuals with disabilities. Prior research has indicated that parents’ values and practices are important in supporting the development of self-determination in their children.
Aim
The purpose of the study was to examine Saudi Arabian parents' values and perceptions regarding the importance, performance, and provision of self-determination opportunities to their high school male children with and without intellectual disability.
Methods
The participants were 133 parents of high school children (76 parents of a child without disabilities and 57 parents of a child with intellectual disabilities, accounting for 57.1% and 42.8%, respectively). Data were collected using a self-report questionnaire. Descriptive statistics and independent samples t-tests were used to understand parents’ perceptions of and behaviors related to self-determination.
Results
The results revealed no significant difference in the ratings of the importance of self-determination between the two groups of parents. Parents of children with intellectual disabilities rated their child’s self-determination performance lower and provided fewer opportunities to improve their children’s self-determination.
Conclusion
The results suggested that self-determination skills were valued in Saudi Arabia, highlighting that disability may affect the performance and opportunities to practice self-determination.
... Unfortunately, there is a dearth of literature focused on self-determination in YA-ASD (Carter et al., 2009;Chou et al., 2017a;Chou, Wehmeyer, Shogren, Palmer, & Lee, 2017b;Wehmeyer, Shogren, Zager, Smith, & Simpson, 2010). Several studies examining self-determination in people with ASD and/or intellectual disability found variations in self-determination that were predicted by intellectual disability, educational setting, disability severity, and age (Carter et al., 2013a(Carter et al., , 2013bMumbardó-Adam, Shogren, Guàrdia-olmos, & Giné, 2017b). The vast majority of these studies include only a subsample of children or adolescents with autism, leaving a large gap in our understanding of how to best assist YA-ASD in building self-determination skills. ...
... A Likert-type scale, ranging from never (one) to always (five), was used for each question. Previous studies have demonstrated adequate reliability and validity for the parent version of the AIR Self-Determination measure (Biggs & Carter, 2016;Carter et al., 2013b;Carter et al., 2009;Chou et al., 2017b). ...
... Demographic survey. Variables previously associated with self-determination in young adults with autism and/or intellectual disabilities were included in the analysis (Carter et al., 2013a(Carter et al., , 2013b. Individual young adult demographic explanatory variables included age, gender, race/ ethnicity, level of education, and employment/volunteer status (Table 1). ...
This study examined rates of and contributing factors to self-determination among young adults with autism spectrum disorder. Caregivers of young adults with autism spectrum disorder, 16–25 years, from five Autism Treatment Network sites completed surveys about their young adults’ transition experiences including the American Institutes for Research Self-Determination measure. Data were analyzed using univariate and multivariate analysis. Caregivers (n = 479) reported their young adults with autism spectrum disorder as having moderate overall self-determination (x = 38; standard deviation = 9.04) with low capacity (x = 15.3; standard deviation = 5.67) and high opportunities at home (x = 23.1; standard deviation = 4.59). Young adults with autism spectrum disorder with intellectual disability or severe autism spectrum disorder symptomology experience significant disparities in overall self-determination compared to those without intellectual disability and less frequent symptom expression and severity. Barring severity indicators, there were few significant predictors of self-determination. Findings show a breakdown in self-determination skill-building. Young adults with autism spectrum disorder with intellectual disability or severe symptomology experienced significant disparities in self-determination. These findings show that current promotion of self-determination is not meeting the needs of young adults with autism spectrum disorder. Future interventions must identify what supports young adults with autism spectrum disorder need to capitalize on these opportunities to be independent and exert autonomy in their daily lives.
... For individuals with physical disabilities, self-esteem can be significantly impacted by their ability to advocate for themselves and effectively use assistive technology. Positive self-esteem is associated with better mental health outcomes, increased social participation, and higher overall life satisfaction (Carter et al., 2013). Thus, examining the predictors of self-esteem in this population is essential for developing interventions that support their psychological and social well-being. ...
... Empowerment theory posits that individuals gain control over their lives through self-advocacy and the effective use of resources, such as assistive technology (Fawcett et al., 1994). The significant impact of self-advocacy skills on selfesteem observed in this study aligns with the notion that personal agency and the ability to advocate for oneself are crucial for psychological empowerment and self-esteem (Carter et al., 2013). ...
This study aims to examine the relationship between self-advocacy skills, assistive technology use, and self-esteem among adults with physical disabilities. A cross-sectional design was employed, with data collected from 244 adults with physical disabilities. Participants completed validated self-report measures assessing self-esteem, self-advocacy skills, and assistive technology use. Pearson correlation coefficients were calculated to explore the relationships between the variables. A linear regression analysis was conducted to determine the extent to which self-advocacy skills and assistive technology use predict self-esteem. All analyses were performed using SPSS version 27. The results indicated significant positive correlations between self-esteem and both self-advocacy skills (r = .62, p < .01) and assistive technology use (r = .58, p < .01). Self-advocacy skills and assistive technology use were found to be significant predictors of self-esteem, accounting for 49% of the variance (R² = .49, F(2, 241) = 115.63, p < .001). The regression analysis revealed that self-advocacy skills (B = 0.34, β = .42, p < .001) and assistive technology use (B = 0.28, β = .36, p < .001) both positively influence self-esteem. The study concludes that self-advocacy skills and assistive technology use are crucial determinants of self-esteem in adults with physical disabilities. These findings highlight the importance of providing support and training in self-advocacy and access to appropriate assistive technology to enhance psychological well-being and autonomy in this population. Future research should explore these relationships longitudinally and across diverse disability groups.
... This in turn aligns with what families themselves claim. Professionals also agree on the need to train and accompany families in this process, to strengthen their role as supporters of their children's self-determination (Carter et al., 2013). When families actually receive information from professionals, they maintain a more positive attitude toward their children's self-determination (Martínez-Tur et al., 2018). ...
... For this reason, some initiatives have endeavoured to develop intervention guidelines (e.g., Brotherson et al., 2008), though they are still scarce. However, fathers and mothers have expressed their need for tailored advice and training, beyond general strategies that do not fit their unique situations (Arellano & Peralta, 2013;Carter et al., 2013). Further, all the studies available to date on how families should promote self-determination focus on early childhood, but not young adults. ...
Self-determination related skills are central for achieving a life of quality for people with intellectual disability and develop as the person interacts with his/her contexts, such as home. As such, families are crucial agents in supporting the self-determination of their children with intellectual disability, although to date, little is known about how to support those families. To address this need, the present study used a Delphi technique to build and reach a consensus on the critical components that should inform interventions targeting families to promote their children’s self-determination. Academics and professionals participated in this three-round Delphi study that concluded with a 90-item list of critical components for intervention, concretely relating to general principles, format, content, and methodology. This knowledge has the potential to guide emergent intervention initiatives to support families in fostering their children’s self-determination. Implications for research and practice fields are provided and discussed.
... Each item is scored on a Likert scale ranging from 1 (not at all like me) to 4 (very much like me), providing a total score that reflects the individual's level of self-determination. The validity and reliability of the SDI have been confirmed in numerous studies, establishing it as a robust tool for assessing self-determination in diverse populations, including those with visual impairments (Assad Zadeh et al., 2018;Carter et al., 2013;Fernandes et al., 2023). ...
This study aimed to evaluate the effectiveness of social skills training on enhancing self-determination and working memory in individuals with visual impairments. A randomized controlled trial design was used, involving 40 participants with visual impairments, randomly assigned to an intervention group (n = 20) and a control group (n = 20). The intervention group underwent ten 60-minute sessions of social skills training over four months, while the control group received no specific intervention. Self-determination was assessed using the Self-Determination Inventory: Student Report (SDI), and working memory was measured using the Working Memory Questionnaire (WMQ). Data were collected at pre-intervention, post-intervention, and a four-month follow-up. Analysis of variance (ANOVA) with repeated measures and Bonferroni post-hoc tests were conducted using SPSS version 27. Participants in the intervention group showed significant improvements in self-determination from pre-intervention (M = 45.25, SD = 6.34) to post-intervention (M = 58.43, SD = 5.27) and at the four-month follow-up (M = 55.37, SD = 5.82). Similarly, working memory scores improved from pre-intervention (M = 39.18, SD = 7.24) to post-intervention (M = 51.22, SD = 6.05) and were maintained at follow-up (M = 48.76, SD = 6.50). The ANOVA results indicated significant main effects for self-determination (F(2, 76) = 41.52, p < .001, η² = 0.53) and working memory (F(2, 76) = 38.19, p < .001, η² = 0.50), as well as significant time x group interaction effects (self-determination: F(2, 76) = 32.35, p < .001, η² = 0.46; working memory: F(2, 76) = 31.88, p < .001, η² = 0.45). The findings demonstrate that social skills training is significantly effective in enhancing self-determination and working memory in individuals with visual impairments. These improvements were sustained over a four-month follow-up period, suggesting the potential of such interventions to positively impact cognitive and social functioning in this population.
... Arc's Self-Determination Scale (Wehmeyer, 1995) Mejora en autodeterminación (diferencia estadísticamente significativa en comparación con la medida preintervención (p = 0.01) Ensayo clínico controlado y aleatorizado Arc's Self-Determination Scale (Wehmeyer, 1995) Mejora en autodeterminación (tamaño del efecto: d = 0.33) Oswald et al. (2018) Ensayo clínico controlado y aleatorizado Seven Component Self-Determination Skills Survey (Carter et al., 2013) Mejora en autodeterminación (diferencia estadísticamente significativa en comparación con grupo control [p = 0.04]) ...
La autodeterminación es una habilidad necesaria en la vida de las personas, con y sin discapacidad, que les permite ser el agente causal de sus vidas, contribuyendo así a mejorar su calidad de vida. La investigación de la autodeterminación en personas con Trastorno del Espectro Autista (TEA) es aún incipiente. El presente trabajo pretende revisar los últimos estudios empíricos que hayan llevado a cabo una intervención con la finalidad de mejorar la autodeterminación en jóvenes con TEA. La búsqueda arrojó seis estudios cuya información fue analizada teniendo en cuenta diferentes variables. Esta revisión sugiere resultados prometedores, a pesar del escaso número de estudios. Por otro lado, resulta necesario ampliar el número de investigaciones en este ámbito para obtener resultados concluyentes.
... These individuals have reported anxiety about the future (Cheak-Zamora et al., 2015) and lower quality of life compared with their neurotypical peers (Beck et al., 2020;Gerhardt & Bahry, 2022;Mason et al., 2018). Parents also note that several issues keep their autistic child from attaining full independence, such as a lack of planning and organizing skills (Carter et al., 2013;Olde Dubbelink & Geurts, 2017). They are also concerned about their child needing continued assistance to achieve high quality of life in adulthood (Cheak-Zamora et al., 2015;Morrison et al., 2009), and they are worried about their child's future after parental death (Cribb et al., 2019). ...
Financial literacy is highly correlated to long‐term positive economic outcomes. Research into the financial literacy of autistic adults is virtually nonexistent which is concerning given the implications of financial decision making for quality of life. This study assessed conceptual understanding and financial behaviors of autistic adults compared to a matched group of non‐autistic adults. An online questionnaire assessed income, use of financial tools, feelings towards finances, use of financial literacy programs, financial knowledge, and preference for receiving financial education. The findings indicated autistic adults showed lower financial literacy and great uncertainty around many financial issues. They were less confident of their financial knowledge and ability to deal with daily financial matters. The autistic group showed less liking for some specific learning tools for receiving financial education. Our findings inform efforts to design specific curricula to improve the financial knowledge and understanding of autistic and other neurodiverse populations.
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... Transitions to adulthood are important to how we form our identity. Extant literature on disability and transitions to adulthood tends to problematise such transitions and focus on service-and parent-oriented perspectives (Carter et al. 2013;Hudson 2006;Leonard et al. 2016) or emphasise measurable milestones, such as housing and employment (Janus 2009;Wells et al. 2003). There has been some relevant work on relationships between gender, identity, adulthood and disability (Abbott & Carpenter 2014;Gibson et al. 2014) but, again, such research tends to be told from non-lived-experience researchers perspectives. ...
This article explores collaborative autoethnography as a research method with emancipatory and unifying potential. We undertake this exploration via our shared stories of transitioning to adulthood through the lenses of identifying as living with and without disabilities. The article offers two important contributions: a deeper understanding of the ways in which disability identities relate to experiences of adulthood; and insights into the ways in which caring and collaborative autoethnographic methods can be applied in lived experience research. We found that adult identities were formed through acts of resistance and transitions to new relationships that exemplified a social relational model of disability. We found that collaborative autoethnography can be a valuable method for lived experience research that challenges power dynamics and subjectivities. A safe space in which researchers balance vulnerability and strengths can bring joy to research, even amidst the sharing of difficult stories.
... The earliest opportunities to make choices, develop preferences, and practice decision-making are usually provided within the home setting (Cook et al., 1996). Schools also teach students with disabilities SD skills and offer opportunities to put these into practice (Carter et al., 2013). Adolescents, whether with disability or not, are challenged with developing their self-identity, practicing autonomous decision-making, and becoming more self-determined in their daily environments (home, school, extra-curricular activities) (Ow et al., 2021). ...
Background:
Parents' promotion of autonomous decision-making (PADM) is essential for adolescents with disabilities and constitutes the basis for maturation of self-determination (SD). SD develops based on adolescents' capacities and the opportunities offered to them at home and at school, to make personal decisions regarding their life.
Aim:
Examine the associations between the PADM and SD of adolescents with disabilities from their own perspective and that of their parents.
Method:
Sixty-nine adolescents with disabilities and one of their parents completed a self-report questionnaire including PADM and SD scales.
Outcomes:
The findings showed associations between parents' and adolescents' reports of PADM, and opportunities for SD at home. PADM was associated with capacities for SD among adolescents. Gender differences were also apparent, with both adolescent girls and their parents reporting higher ratings of SD than adolescent boys.
Conclusions:
Parents who promote autonomous decision-making among their adolescent children with disabilities start a virtuous circle by offering greater opportunities for SD within the home. In turn, these adolescents rate their SD as higher, and communicate this perspective to their parents. Consequently, their parents offer them more opportunities for autonomous decision-making at home, thus enhancing their SD.
... Choice has often been a research topic in ASD, mostly in the context of reducing problematic behaviors and in increasing the engagement of participants in various tasks (Carter, 2001;Dunlap et al., 1994;Humenik, Curran, Luiselli, & Child, 2008;Moes, 1998 (Carter et al., 2013). In working with parents, professionals need to be aware of the wishes of some parents to preserve the dominant role in decision-making and the need to make choices instead of their children or the tendency to overprotect their children, even if they are adults (Cheak-Zamora et al., 2017;Hewitt et al., 2013). ...
This chapter deals with the topic of Quality of Life (QOL) in people with autism spectrum disorder (ASD). The chapter begins with a short history of the QOL, followed by attempts to define it and conceptualize it through its various domains and indicators, both general and ASD-specific. Next, the chapter describes different methods used in the literature for the measurement of QOL. Then, the chapter provides a description of main constructs related to QOL including choice/self-determination, self-advocacy, employment, independent living, and support service. Consequently, the chapter concludes with ideas on how to further enhance QOL in people with ASD.
... Developing self-determination is essential in transition services and is a precursor to successfully progressing into adult-based roles (Mazzoti et al., 2016;Test et al., 2009). Self-determination is an individual's ability to independently plan and solve problems, set and reach goals, self-advocate, and selfregulate (Carter et al., 2013). ...
providing an example of the profession’s role in secondary transition for students with disabilities.
Method: This qualitative case report examines the value of occupational therapy during transition in the life of one student with a disability. Six weeks of coaching and collaboration were provided to facilitate student engagement to enhance independent living skills, work-related skills, and self-determination. Pre-test and post-test results of the Roll Evaluation of Life Activities (REAL), the Goal-Oriented Assessment of Lifeskills (GOAL), the Goal Attainment Scaling (GAS), interviews, informal discussions, and observations were used to identify performance challenges and improvements achieved after intervention.
Results: Kasey (pseudonym) met her occupational therapy-related goals that were written in her individualized education plan, including daily living skills, self-determination skills, and gross motor improvements. She exhibited improvement in scores on the GOAL. Her baseline progress score was 349, and at re-assessment 384. Her REAL activities of daily living scores also improved by 7%, and 3% in the domain of instrumental activities of daily living.
Conclusion: This case report describes the advantages of occupational therapy in secondary transition services. Post-test measures and informal interviews with transition team members, caregiver, and the student identified improvements in independent living skills and self-determination skills, leading to improvement in participation and skill readiness for transitional roles.
... Seven Component Self-Determination Skills Survey (Carter et al., 2013) -Self-report by Social coach. No Specific. ...
The International Journal for Research in Vocational Education and Training (IJRVET) is a double blind peer-reviewed journal for VET-related research. All articles published in 2021 are included in this book.
IJRVET is the official journal of VETNET (founded in 1996), the European Research Network in Vocational Education and Training (umbrella organisation: EERA European Educational Research Association), supported by CINTERFOR (founded in 1963), the Centro Interamericano para el Desarrollo del Conocimiento en la Formación Profesional / Inter-American Centre for Knowledge Development in Vocational Training (a technical service of OIT Organización International del Trabajo / ILO International Labour Organization).
... Parents of autistic young people have noted that performance and capacity for skills related to self-determination (e.g. problem-solving, selfmanagement, decision-making) for this group of young people were low (Carter et al., 2013). Compared to students with specific learning difficulties and learning disabilities, autistic middle and high school students showed poorer autonomy, self-regulation, psychological empowerment and self-realisation, suggesting that social communication difficulties unique to autism might place them at a particular disadvantage relative to their peers with other disabilities in establishing a sense of relatedness . ...
With more autistic students enrolling in higher education, little is known about how autistic students can actively and effectively shape their own university experience through self-determination. This study explores how both autistic (n = 18) and typically developing students and recent graduates (n = 18) perceive their self-determination during their transition into, through and out of university in the United Kingdom. Students reported many shared and unique aspects of autonomy, competence and relatedness underlying self-determination. Many autistic students also discussed autism-related strengths facilitating academic pursuit at university, though found coping with transitional changes more difficult than typically developing students. Using strength-based approaches to help autistic students to actively adapt to routine changes might facilitate their self-determination during transition to university.
Lay abstract
Prior research suggests that autistic students in higher education might struggle with developing autonomy, competence and establish relatedness due to their executive functioning and social communication difficulties. We interviewed 18 autistic and 18 typically developing students to explore how students perceived themselves to be in control of their university experience. Both groups provided anecdotal examples that supported similar perceptions of self-determination in shaping the academic, daily living and socialisation aspects of university life. Autistic students reflected on their cognitive strengths such as attention to detail, persistence and ability to tailor their academic studies towards their interest. Varying degrees of sociability were noted, with some autistic students preferring to focus their self-determination efforts on academic success, while others treasured the novel social experiences including peer support and friendship at university. Compared to greater flexibility endorsed by typically developing students, autistic students perceived establishing a routine at university to be a necessity and were self-determined in maintaining stability amid a sea of change. Recognising strengths and self-determination efforts in autistic students can help stakeholders support their personal development towards independent living and self-sufficiency in adulthood and to successfully transition into, through and out of university.
... High parental expectations can predict a high level of student engagement in their own IEP transition meetings (Wagner, Newman, Cameto, Javitz, & Valdez, 2012) and when parents discuss post-school plans at home, youth with ASD are more likely to participate in transition planning meetings (Griffin, Taylor, Urbano, & Hodapp, 2014). In addition, research suggests that there is a strong relation between self-determination and transition outcomes (Carter et al., 2013). Therefore, parents have the role of promoting autonomy through supporting the development of self-determination skills in their child with ASD when they provide opportunities to make choices, express opinions, explore options, take risks, develop social skills, participate in conflict resolution, and engage in negotiations (Field & Hoffman, 1999). ...
Transition to adulthood is usually a difficult time for adolescents and their families. However, this process is often more difficult for youth with autism spectrum disorder (ASD), even when comparing with their peers with other types of disabilities. Moreover, youth with ASD from cultural and linguistic minority groups have the greatest disparities in postsecondary outcomes. In order to promote effective and culturally responsive practices, this chapter will (1) provide an overview of the challenges associated with the transition to adulthood for youth with ASD with specific attention to youth from diverse backgrounds, (2) review research on family engagement in improving transition outcomes, and (3) highlight community-based model programs that engage families of transition-age youth to empower success in postsecondary outcomes. We have selected three model programs as exemplars of effective strategies for engaging and empowering families in the transition from secondary school to the beginning of adulthood. We will discuss the similarities and differences across programs for families and provide recommendations for future practice.
... Seven Component Self-Determination Skills Survey (Carter et al. 2013b) is an informant report that has been used to measure self-determination skills and capacities of young adults with ASD and measures two domains; Performance and Importance. The Performance scale served as a primary outcome and assesses how well the participant demonstrates seven critical self-determination skills: choice-making skills, decision-making skills, goal-setting skills, problem-solving skills, self-advocacy/leadership skills, self-awareness/selfknowledge, and self-management/self-regulation skills. ...
The purpose of this pilot randomized controlled trial was to investigate the acceptability and efficacy of the Acquiring Career, Coping, Executive control, Social Skills (ACCESS) Program, a group intervention tailored for young adults with autism spectrum disorder (ASD) to enhance critical skills and beliefs that promote adult functioning, including social and adaptive skills, self-determination skills, and coping self-efficacy. Forty-four adults with ASD (ages 18–38; 13 females) and their caregivers were randomly assigned to treatment or waitlist control. Compared to controls, adults in treatment significantly improved in adaptive and self-determination skills, per caregiver report, and self-reported greater belief in their ability to access social support to cope with stressors. Results provide evidence for the acceptability and efficacy of the ACCESS Program.
... Curriculum planning can also pay attention to the study progresses and their phases, and therefore, turn curricula into more student-centered and collaborative with homes (Heslop & Abbott, 2007). Parents are usually the best experts of the lives, skills, and needs in students with ID (e.g., Carter et al., 2013;Carter, Brock, & Trainor, 2014). ...
The experiences and perceptions that people with intellectual disability (ID) who have participated in vocational education have about their study paths is a less studied theme in Finland and also internationally. The purpose of this research was to find out whether their transitions from basic education to vocational education have been successful in their opinion and how their parents perceived the study paths. The purpose of this research was to analyze the study paths of young adults with ID and their school experiences as described by themselves and their parents. The focus was on memories of basic education, transition to vocational education, and studies at the vocational special education school. The research participants comprised 14 young adults with ID (aged 17-23, 10 boys and 4 girls) and their parents (N= 14). They all had personal study plans in basic education, and except for one, they all had completed basic education according to their study plans. The research leaned on the narrative research approach. The youngsters and their parents were interviewed personally in 2012 and 2014. The study paths of young people with ID could be grouped into three narratives: the fluent, complex, and interrupted study paths. Study success in young people with ID is a sum of many factors. The study illustrates four core factors directing the study processes: the student, school community, curriculum, and teacher. In addition, support from home is extremely important to the fluency of study paths. The purpose of education should be to prepare train, rehabilitate, and guide students with ID into good life that includes work, health, and relationships. Based on this study, educational options for people with ID are limited and should be developed so that secondary education would educate future experts to work markets and promote learning and societal participation in the young who need special support.
The Individualized Education Program (IEP) goal attainment is a key indicator of achievement in educational performance for students with disabilities. Yet, little is known of how well autistic high school students are meeting their IEP goals and factors affecting their attainment. This study examined the relationship between self-determination, a positive predictor of goal attainment and post-school success, and IEP goal attainment using secondary data from the center on Secondary Education for Students with Autism Spectrum Disorder. Multilevel modeling was used to account for students nested within schools. Results suggest a positive link between self-determination and IEP goal attainment, while accounting for differences in demographics. However, the strength of this relationship varied across goal types (academic, independence/behavior, social, transition). Further research is needed to explore how self-determination interacts with individual, family, and school-level factors that influence IEP goal attainment, as well as to uncover the mechanisms through which self-determination supports the achievement of these goals.
School-aged children with disabilities face heightened rates of bullying victimization compared to their typically developing peers. This chapter emphasizes the important role that parents of children with disabilities play in bullying prevention and intervention. First, school-based interventions for reducing bullying victimization among children with disabilities, such as inclusion, social-emotional learning, and multi-component programming, are reviewed. Furthermore, this chapter reviews recommendations for how parents can engage in communication with their child regarding bullying and strategies to help children with disabilities develop skills for handling such situations. Guidelines are provided for parents who seek to report bullying incidents to school personnel. This chapter also outlines helpful responses to bullying by school personnel as perceived by parents of children with disabilities. Lastly, this chapter explores considerations for schools and parents when supporting children with disabilities who are both bullied and bully others.
The current study aimed to determine the degree of availability of self-determination skills among students with mild intellectual disabilities in Riyadh from the point of view of male and female teachers. To achieve this goal, the analytical descriptive approach was used, and the questionnaire as a tool for collecting information. It was applied to a sample of male and female teachers of intellectual education in the middle and secondary stages in the city of Riyadh, numbering (234) male and female teachers. The study concluded that the level of self-determination skills of students with intellectual disabilities is (moderate) from the point of view of the male and female teachers of the study sample, as the arithmetic mean of their total answers was (2.77). In addition, that the level of their possession of all sub-skills of self-determination (the skill of appropriate choice, self-awareness, and claiming rights) is medium, while their possession of the problem-solving skill is low, from the point of view of the study sample. The study also proved that there are no statistically significant differences in the availability of self-determination skills among pupils with mild intellectual disabilities in Riyadh from the point of view of teachers, which can be attributed to the variable of gender, educational qualification, and years of experience for male and female teachers in the study sample.
Purpose: Promoting the labour integration of people with functional diversity is a key element to achieve their social inclusion. This meta-analysis aims to examine the effectiveness of experimental programs in developing employable skills for people with disabilities. Methods: Literature searches up to June 2019 were conducted in four databases (Web of Science, Scopus, PsycINFO and ERIC). Studies that met the following criteria were selected: (1) The program should develop employable skills; (2) the participants should be people with functional diversity; (3) the study should have a design with an experimental group and a control group as well as pretest and posttest measurements; (4) the study had to provide enough data to calculate the effect sizes; and (5) the study had to be written in English or Spanish. 67 independent studies met the selection criteria, among 14 articles published between 1998 and 2019. Results: The results revealed mean effect sizes in favour of the experimental group for the set of all studies according to data reported by people with functional diversity, as well as according their relatives and teachers. The two dimensions of the programs with a significant effect size in favour of the experimental group were interview skills and career planning. Furthermore, it was found that the programs showed a higher degree of effectiveness in groups formed only by people with intellectual disabilities, with a lower educational level, whose duration ranged from six to twelve months. This was particularly the case with participants from Spain and Australia. Conclusion: Promoting the labour insertion of people with disability is a key element to achieve their social inclusion. Programs that support and develop employability and that are conducted upon experimental conditions do have a positive impact upon young people with functional diversity. Upon the results, we discuss practical implications for integrating disabled persons into the labour market.
People with disabilities develop skills associated with self-determined action when supports and opportunities, aligned to their strengths and values, are provided in the environments in which they live, learn, and work. Researchers have suggested that a complex array of contextual factors impacts how people with disabilities and their key supporters in life perceive self-determination. However, to date, no comprehensive meta-synthesis has examined similarities and differences within and across studies regarding key contextual factors that shape perceptions of self-determination for people with disabilities and their supporters. The purpose of this meta-synthesis was to explore similarities and differences among various stakeholders’ perceptions of self-determination. Additionally, we examined how various contextual factors impact on perceptions. Findings showed that the respondents across the studies generally agreed on the value of self-determination in the lives of people with disabilities. People with disabilities, especially, expressed that self-determination was vital for them to achieve their goals and dreams. Implications for future research and practice are provided to further understand, assess, and utilize discrepant perspectives among stakeholders when implementing and evaluating interventions to promote self-determination.
The development of self-determination is promoted by supportive contexts during adolescence; families are a key part of this context. In adolescent populations, research suggests families can support self-determination in a number of ways, yet less is known about how self-determination is promoted within families of youth with intellectual and developmental disabilities (IDD). To address this knowledge gap, we conducted a scoping review to examine the existing evidence pertaining to the role families of youth with IDD play in supporting the development of self-determination. A review of 24 publications revealed that existing research has focused on understanding family perspectives on self-determination, but there is a lack of studies investigating how families provide supports for self-determination in the home context for youth with IDD. Additionally, little intervention work has focused on supporting families to promote self-determination. Based on the findings, implications for future research and practice are provided.
Background
Many youth are not meaningfully engaged in their school-based transition process. Understanding youth’s perceptions of their engagement and factors influencing engagement is important to increase engagement.DesignA search of six databases produced 975 studies; 11 which were included. Inclusion criteria: Qualitative research on youth’s perspectives of the transition process in the United States; youth’s primary disability is not intellectual or physical disability. Analysis: Applied guidelines for study quality and content analysis of results sections.ResultsYouth described interactions and personal factors that contribute to disengagement in transition planning. Yet, youth have transition-related goals and preferences and take actions during transition.Conclusions
Findings highlight the complex social structure of IEP teams and potential ways to expand transition-related interventions.
Background
Young adults with autism spectrum disorder’s (YA-ASD) ability to manage their healthcare needs is imperative as they transition to adult care.
Method
This study evaluated YA-ASD’s knowledge and care-seeking behavior for Physical and Mental Health (PH/MH) conditions. Caregivers (n = 501), of YA-ASD 16–25 years completed surveys. This study examined the extent to which YA-ASD could describe and seek care for their physical and mental health conditions (i.e. describing and care-seeking behaviors). Multivariate analyses further evaluated YA-ASD’s ability to and predictors of describing and care-seeking behaviors.
Results
YA-ASD had high rates of PH and MH conditions. Describing and careseeking behavior was significantly higher for PH versus MH conditions (p < .001).
Regression analysis showed similar predictors for describing and care-seeking behaviors regardless of condition type. Intellectual disability and ASD-symptom severity were strong predictors (p < .001).
Conclusions
Results reveal a need for interventions focusing on empowering YAASD to manage MH conditions.
Background
Diagnostic and treatment disparities exist among sociodemographically diverse families with autism spectrum disorder (ASD). These disparities may be partially explained by the lack of information researchers and providers have regarding the unique experiences of diverse populations.
Aims
This study aimed to explore sociodemographic predictors of parents’ perceptions about their children’s ASD and families’ adjustment.
Methods
Hierarchical linear regression analyses were conducted to explore whether sociodemographic factors predicted aspects of parent’s perceptions and family adjustment among 363 parents of children and adolescents with ASD.
Results
Parents’ race/ethnicity, education level, and annual household income predicted their beliefs that they or treatment could be helpful in controlling their children’s ASD symptoms; their understanding of ASD; their experiences of emotional distress; their involvement in resources of support; and their families’ ability to manage stress.
Conclusion
Our results demonstrate the importance of considering the complexity of families’ demographic characteristics when working to support families with ASD. Parents’ unique characteristics and experiences influence their perceptions about their children’s ASD diagnosis and their families’ ability to adjust to life raising children with ASD. Research extending this work is a critical step in dismantling ASD diagnostic and treatment disparities.
Self‐determination refers to an individual being a causal agent in their daily activities, including the ability to express their own needs, interests, and wants, make choices, and set goals. Self‐determination is critical during adolescence and has been linked to positive educational outcomes in individuals with disabilities. Few studies have characterized the measurement of self‐determination in adolescents with autism spectrum disorder (ASD). The purpose of the current study was to (a) examine the agreement across the American Institutes for Research Self‐Determination Scale (Wolman et al., AIR Self‐determination scale and user guide. Palo Alto, CA: American Institute for Research, 1994) student, educator, and parent forms for high school students with ASD, and (b) examine student and family predictors of self‐determination. Participants included adolescents with ASD (N = 547, mean chronological age = 16.1 years, SD = 1.4 years), their parents, and educators. Student reports did not correspond to parent or educator reports, and parent and educator reports were in moderate agreement. Adaptive behavior was a significant predictor of self‐determination across reporters, highlighting the significance of adaptive behavior skills during high school. In addition to promoting adaptive behavior, supporting family empowerment, and reducing family burden may help to increase self‐determination in high school students with ASD.
Lay Summary
Self‐determination refers to the abilities and opportunities for students to make choices, plans, and set goals. The current study examined self‐determination from multiple perspectives in a large, diverse sample of high school students with ASD. Students, parents, and their teachers each completed a questionnaire on self‐determination and had little to some agreement across reporters. Providing support to families and help for students to increase independent skills may promote self‐determination.
Purpose
The purpose of this paper is to examine current research on self-advocacy and self-determination of autistic students in order to provide an overview of the research and to critically evaluate researcher’s methods of inclusivity of autistic people. Additionally, this paper will critically analyse the discourse of the current research to assess the extent of deficit, stigma and pathology discourse.
Design/methodology/approach
Research will be selected from a list of criteria which is to seek research that is inclusive of autistic people. The research will be analysed using elements of critical discourse analysis, critical disability studies and critical autism studies. The critical autism studies approach used in this paper is emancipatory to promote autistic scholarship, autistic inclusivity and autistic led research methods.
Findings
The result of this paper is that by prioritising, and including autistic individuals in the studies about them provides valuable educational insights and often challenges assumptions, stigmas and stereotypes of autistic individuals.
Research limitations/implications
The findings of the paper may be limited by the selection of literature reviewed and generalizability, therefore, researchers are encouraged to explore further.
Practical implications
This paper holds potential implications that question the consistency of current discourse and research into self-advocacy for autistic individuals in addition to providing effective research, teaching and support strategies based on insight. This paper also highlights some research that challenges assumptions of autistic individuals.
Social implications
This paper challenges assumptions and stigmas associated with autistic individuals and demonstrates the importance of self-advocacy and self-determination. This research transforms the paradigm of autism and education practice that has the potential to improve autistic individuals’ education and ultimately, improve their lives.
Originality/value
This research is important and valuable as there is limited research in this area. The potential of this research is that it can shift the broad perceptions of autism and make improvements in education and autistic individuals lives.
Youth with autism spectrum disorder (ASD) have poor post-secondary outcomes, including those with high-functioning ASD (HFASD), who do not have intellectual disability. Special education services for youth with HFASD often focus on academic outcomes rather than preparing students for negotiating other aspects of adult life. This scoping review aims to synthesize research describing interventions that could be delivered in schools to support students with HFASD develop the ability to self-manage daily life tasks. A review of six databases and citation tracking was performed to identify interventions that can be implemented in a school setting to support youth with HFASD learn self-management of daily life tasks. Data related to intervention content and level of evidence were extracted from selected articles. The 14 articles that met inclusion criteria included eight unique interventions categorized into six intervention types. Three interventions qualified as evidence-based, two were research-based, and one intervention was considered unestablished. All met at least eight of the 15 best-practice recommendations. There are gaps between what is currently being recommended as best-practice for transition planning and available evidence-based interventions that improve self-management of daily life tasks in youth with HFASD.
Powerlifting is a popular leisure activity and an international sport for elite lifters from all backgrounds. this includes athletes with intellectual disabilities (id) who participate in segregated regional, state, national, and international special olympics powerlifting events. furthermore, integrated formats supported by various state powerlifting organizations are also open to trained powerlifters with id. to assist coaches training lifters with unique needs, this article provides evidence-based practices from adapted physical education. The recommended training includes combining task analysis, prompting, and partial participation with a specific focus on safe and successful meet preparation for lifters with id. for a video abstract of this article, supplemental digital content 1 (see video, http://links.lww.com/scj/a219) can be referred.
The concept of self-determination has become important in the field of special education and disability services over recent years. This emphasis has come about as a result of several factors, including a changing view of disability, legislation, research findings and advances in teaching technology. Self-determination is highly important to the career development and transition process and it needs to be encouraged throughout the lifespan. It is important for all students, with and without disabilities, including those students with the most severe disabilities. Self-determination instruction can be provided within an inclusive framework and is important for educators as well as students. Family participation is important to the development of self-determination. The Division on Career Development and Transition of the Council for Exceptional Children supports and affirms approaches rooted in self-determination for development and delivery of effective educational programs.
This article describes a secondary analysis of variables from the National Longitudinal Transition Survey 2 (NLTS-2) database. Specifically, students with intellectual disability (ID) were compared to students with other disabilities regarding post-school transition goals listed on their IEPs/Transition Plans, contacts/referrals made to outside agencies during transition planning, participation of other agencies/organizations in transition planning (e.g., vocational rehabilitation and higher education representatives), and students’ postsecondary education and employment outcomes. Students with ID were less likely to have postsecondary education or competitive employment goals and outcomes and more likely to have sheltered and supported employment goals and outcomes compared to students with other disabilities. Contacts with and participation of external professionals in IEP/Transition Plan meetings also differed between the two groups of students.
The purpose of this study was to conduct a systematic review of the secondary transition correlational literature to identify in-school predictors of improved postschool outcomes in the areas of education, employment, and/or independent living for students with disabilities. Based on results of this review, 16 evidence-based, in-school predictors of postschool outcomes were identified. Of the 16 predictors, 4 (25%) predicted improved outcomes in all three postschool outcome areas, 7 (43.8%) predicted improved outcomes for only postschool education and employment, and 5 (31.3%) predicted improved outcomes for employment only. Limitations and implications for future research and practice are discussed.
Seven narrative and systematic reviews published since 2000 and focusing on self-determination for individuals with disabilities are reviewed in this narrative metasynthesis. The authors distinguish their work from other metasynthesis work by calling it a narrative metasynthesis because they include both narrative reviews and meta-analyses in this metasynthesis. These seven reviews focused on different disability groups, different intervention curricular and instructional techniques, and different outcomes. Findings were relatively consistent with multicomponent self-determination interventions demonstrating greater positive effects than single-component interventions and self-determination and academic productivity outcomes showing greater positive effects than academic quality outcomes. Theoretical, empirical, and methodological findings and implications are discussed.
This article examines the impact of multiple individual and ecological factors on the self-determination of students with learning disabilities, mild and moderate mental retardation, and other health impairments. Baseline data from a multistate, longitudinal research project evaluating interventions to promote self-determination were examined using structural equation modeling. The findings suggest that teachers viewed students' capacity for self-determination differently based on level of cognitive impairment, but not students' opportunities for self-determination. Capacity, opportunity, and transition empowerment predicted students'self-reported level of self-determination, but the degree to which students were included in general education did not. Significant differences emerged in the pattern of predictive relationships, however, depending on the measure of self-determination utilized. Also discussed are implications for research and practice.
Abstract Fostering student self-determination is now considered an essential element of special education and transition services for children and youth with intellectual disability and/or autism. Yet, little is known about the pivotal role parents might play beyond the school campus in fostering self-determination among their children with developmental disabilities. We examined how 627 parents of children with intellectual disability or autism attending one of 34 randomly selected school districts (a) rated the importance of 7 component skills associated with self-determination, (b) assessed their children's performance in relation to those 7 skills, and (c) evaluated the overall self-determination capacities of their children. Although parents highly valued all of the self-determination skills, the degree to which their children were reported to perform the skills well was fairly low. Several factors predicted higher levels of self-determination, including educational setting, the presence of challenging behaviors, and perceived disability severity. We conclude by offering recommendations for equipping parents to better support their children's self-determination development.
The purpose of this second article in the special topic issue from the National Training Initiative on Self-Determination is to provide detail with regard to how we understand the self-determination construct and to discuss moderator variables and how such variables impact the design and implementation of interventions to promote self-determination. Moderator variables are baseline factors that define subgroups with greater versus lesser intervention response. That is, they are factors that need to be taken into account, a priori, when designing interventions so that the intervention might address unique needs or characteristics of the people for whom the intervention is intended.
Self-management strategies involve the use of antecedent cue regulation, self-monitoring, self-determined consequences, or a combination of any of these techniques to facilitate job-skill acquisition, maintenance, and generalization. The purpose of this article is to review the empirical literature related to self-management strategies in supported employment settings for individuals with disabilities and offer guidelines for implementation. Best practices, limitations of current research, and needs for future research are offered. (PsycINFO Database Record (c) 2008 APA, all rights reserved) (journal abstract)
Supporting people with disabilities in expressing preferences and making choices is a core value in positive behavior support. Indeed, in recent years, the field has increasingly focused its attention on the importance of making choices and the potential benefits of choice- making opportunities in enhancing the quality of life of people with disabilities. In addition, an emerging database is suggesting that providing opportunities to make choices can serve as an intervention for decreasing problem behavior. The authors of this article examine the effi- cacy of the use of choice-making as an intervention for reducing problem behavior through a meta-analysis of single-subject research studies using choice-making as an intervention. A search of the PsycINFO and ERIC databases yielded 13 studies that met the meta-analysis cri- teria, with interventions affecting 30 participants. The impact of choice interventions was eval- uated using the percentage nonoverlapping data and percentage zero data metrics. Overall, providing choice opportunities resulted in clinically significant reductions in the number of occurrences of problem behavior. The authors discuss the benefits of utilizing choice as an intervention and provide future directions for research in this area.
We asked teachers and parents to assess the self-determination prospects of 135 youth with severe intellectual and developmental disabilities. Teachers typically reported that youth evidenced limited knowledge about self-determined behavior, ability to perform these behaviors, and confidence regarding the efficacy of their self-determination efforts. Parents and teachers diverged in their evaluations of the self-determination capacities of youth but agreed that opportunities to engage in self-determined behavior were available both at school and home. Although social skill and problem behavior ratings both were significant predictors of teachers' ratings of students' self-determination capacity, opportunities at school, opportunities at home, and problem behaviors were negatively correlated with ratings of students' self-determination capacities and opportunities.
Recent developments in policy and practice have emphasized the importance of promot-ing self-determination and supporting access to the general curriculum for youth with disabilities. To understand how these trends align, we examined the efforts of 340 general and special educators to promote student self-determination in high school classrooms. Educators attached considerable importance to providing instruction in skills related to self-determination and reported addressing these skills with moderate to high frequency in their classrooms. Although opportunities for students with disabilities to learn skills that promote self-determination were reported to be available across the curriculum, there were some differences across teachers and curricular area. We discuss avenues for promoting student self-determination within the general curriculum, as well as offer recommendations for future research.
Increasingly, people with intellectual disability are seeking, accessing, and benefiting from higher education. This article presents an overview of current legislative and policy issues as they related to postsecondary education for people with intellectual disability, including the Higher Education Opportunity Act, the Americans with Disabilities Act, and state vocational rehabilitation program policies. Policy actions are suggested. In describing existing and emerging practices, critical issues and future challenges are reviewed by the authors. Finally, current research on the impact of postsecondary education on the systems and people involved is shared and recommendations for future areas of exploration are provided.
Thls studj investigated the role of the family in career development and postschool em-ployment outcomes for young adults with learning disabilities. Using a multiple-case study design, the authors examined a set of family structural and process variables. Fifty-nine in-depth inter-views were conducted with young adults, parents, and school staff. Family structure was not di-rectly linked to employment outcomes, but family socioeconomic status was related to initial career decision making and vocational identity development. Family process variables, including family relationships, involvement, support and advocacy, career aspirations, and intentional career-related activities worked in combination to form 5 patterns of family interaction labeled (a) advocates, (b) protectors, and (c) removed. Implications for practice and future research are discussed. N avigating the transition from school to the workforce often is a challenging process for adolescents and young adults with disabilities. Al-though much effort has been placed into career development and transition programs, the em-ployment rate for young adults with disabilities is still substantially below that of youth in the gen-eral population (Wagner, Newman, Cameto, Garza, & Levine, 2005). Over the last 15 years, many authors have focused on describing the role of school and community programs in better preparing youth with disabilities for positive postschool employment outcomes (Benz, Lind-strom, & Yovanoff, 2000; Phelps & Hanley-Maxwell, 1997). There are, however, relatively few studies that explore the role that families play in influencing career aspirations, providing ca-reer-related planning activities, and ultimately shaping postschool employment outcomes for young adults with disabilities. Families have a clear influence on the career development process for all youth, often having a greater impact than peers (Penick & Jepsen, 1992; Whiston & Keller, 2004). In their comprehensive
Parents and general and special education teachers of high school students with high-ana low-incidence disabilities were surveyed about their views on self-determination. Factor analyses of parent data yielded three factors: student participation in individualized education program (IEP) meetings, teaching self-determination, and students' opportunity to make choices and express interests. Analysis of teacher data yielded two factors: familiarity with self-determination and students' opportunity to learn and practice self-determination. Parents strongly supported participation in IEP meetings and the teaching of self-determination. Teachers slightly agreed that they were familiar with self-determination and that students had the opportunity to learn and apply these skills. Students' instructional program mediated parents' belief. Interactions between teacher type, incidence of disability, instructional program, and teaching experience mediated teacher beliefs.
Although entry into the world of work is a prominent marker of postschool success in the United States, students with severe disabilities often leave high school without the skills, experiences, and supports that lead to meaningful employment. The authors examined the extent to which an array of student, family, and school factors was associated with employment during the 2 years following high school. Having held a paid, community-based job while still in high school was strongly correlated with postschool employment success. In addition, being male and having more independence in self-care, higher social skills, more household responsibilities during adolescence, and higher parent expectations related to future work were all associated with increased odds of employment after school for young adults with severe disabilities. Implications for transition policy and practice are presented along with recommendations for future research addressing the career development of youth with intellectual disabilities, multiple disabilities, and autism.
A comprehensive review was conducted of intervention studies designed to teach component skills of self-determination to individuals with severe disabilities. Twenty-one articles were analyzed regarding content and methodology. Results (a) support previous research on the efficacy of teaching choice making; (b) increase awareness of teaching self-management, problem solving, goal setting, decision making, and self-advocacy; (c) indicate the need for increased methodological rigor in future research; and (d) expand the research body traditionally associated with self-determination interventions for this population.
This survey study investigated the influences of culture, socioeconomic status, and children's special education status on parents' engagement in fostering self-determination behaviors. Major findings included (a) children from Caucasian families were more involved in personal independence activities than Asian and African American children; (b) Asian and immigrant parents did not believe in exercising parental authority or emphasize family priorities as expected; and (c) parents with college degrees gave their children more opportunities to express their interests, make daily decisions that have important impacts on their life, and set personal goals than parents without college degrees. Similarly, parents of higher-income families were more likely to engage in practices that fostered their children's self-determination skills. Parents of students with disabilities, however, were less likely to engage in these practices. The implications of these findings are discussed.
Self-management for students with autism is important both as a management tool and as a means to enhance students' quality of life by empowering them to control their own behavior. This article reports the results of an examination of the efficacy of self-management for increasing appropriate behavior of children and youth with autism. Single-subject research using self-management of students with autism as an intervention was synthesized and the impact was analyzed across intervention and participants' characteristics using the percentage of non-overlapping data (PND) metric. Average PND values suggest that self-management interventions are an effective treatment for increasing the frequency of appropriate behavior of students with autism. Implications for further research extending the use and understanding of self-management procedures for students diagnosed with autism are discussed. (PsycINFO Database Record (c) 2008 APA, all rights reserved) (from the journal abstract)
Self-determination has received significant attention in the special education field, but scholars’ knowledge of how culturally and linguistically diverse learners and their families perceive interventions to promote self-determination remains limited. Understanding how the construct is perceived in diverse cultures is critically important given the growing diversity of society. This article reviewed existing research and scholarship examining the relation between culture and self-determination in students with disabilities. In all, 10 theoretical, review, and research articles that specifically addressed this topic were identified. Generally, the body of scholarship suggests that the self-determination construct could have universal value if a flexible framework that considers cultural and systems-level variables is utilized to develop individualized interventions. Implications for future research and practice are discussed. (PsycINFO Database Record (c) 2011 APA )(journal abstract)
Part of a series designed to provide practical resources on topics essential to the process of preparing individuals with disabilities for adulthood, this manual focuses on family involvement in transition planning and implementation. Chapter 1, "Overview and Introduction," discusses the history of family involvement in education, and the potential benefits and current lack of adequate family involvement. Chapter 2, "Barriers to Effective Family Involvement", addresses professional mishandling of families, family mishandling of professionals, and indicators of a collaborative partnership. The following chapter, "Family Systems Theory," describes family characteristics, family interactions, the role of siblings in transition, family functions, and the family life cycle. Chapter 4,"Family Involvement in Transition Assessment and Planning," provides information on involving parents and family members in the planning process. Step-by-step strategies are provided for inviting parental involvement during the development of the Individualized Education Program and allowing the student to lead the meeting. The final chapter, "Parent Involvement in Transition Program Implementation," discusses family responsibilities, teacher responsibilities, and the characteristics of the effective partnership that teachers and parents can create. (Contains approximately 125 references.) (CR)
Although paraprofessionals play a prominent role in the education of students with severe disabilities, little is known about the roles these school staff play in fostering self-determination. In this descriptive study, researchers examined the extent to which 347 paraprofessionals employed at 135 randomly selected schools (a) considered each of seven self-determination skills to be important instructional areas for the students with whom they work and (b) reported providing instruction to students in each of these skill areas. Although paraprofessionals generally attached high importance to these elements of self-determination, the extent to which they provided instruction was somewhat variable. Moreover, ratings of some self-determination elements differed based on the school level (i.e., elementary vs. secondary school) and educational setting (e.g., special vs. general education classroom) in which paraprofessionals provided support. Although paraprofessionals reported some familiarity with the overarching construct of self-determination, they infrequently received training on this domain. Recommendations for research and practice aimed at equipping paraprofessionals to support self-determination are provided.
This article describes the results of four regional focus groups comprised of 28 Virginian parents of adolescents with disabilities. The purpose of this study was to gain a deeper understanding of (a) Virginian families' experiences in transition planning, (b) family relationships with school professionals in the transition planning process, and (c) implications for policy and practice that promote and enhance the full participation of all families in transition planning. Based on the dialogue with family members in these focus groups, we found that parents of adolescents with disabilities consistently identified the quality of the relationship they had with service providers as the key factor that affected the family's involvement in transition planning. Based on the insights gained from this study and the existing literature, we designed a model that illustrates the potential positive or negative cycle that occurs as families and professionals interact around transition planning. This model can serve to evaluate and develop effective practices for involving families in the transition planning process.
Background Many people assume that the presence of an intellectual disability precludes a person from becoming self-determined. Recent research, however, has suggested that the environments in which people live, learn, work or play may play a more important role in promoting self-determination then do personal characteristics of the person, including level of intelligence.
Methods This study examined the self-determination and autonomous functioning of 301 adults with intellectual disability or a developmental disability without concomitant intellectual impairments (e.g. persons with cerebral palsy, epilepsy and spina bifida) as a function of personal characteristics of individuals.
Results Intellectual capacity was not a significant contributor to either self-determination or autonomous functioning for this group. Opportunities to make choices, however, contributed significantly and positively to greater self-determination and autonomy. Intelligence scores did, however, predict whether the person worked or lived in more or less restrictive settings, though for the latter, both self-determination and autonomous functioning also contributed significantly.
Conclusions These findings are discussed with regard to the role of personal characteristics, particularly intelligence level, in promoting self-determination and more positive adult outcomes.
This article describes the findings of a national survey of teachers' opinions regarding the value of self-determination and issues relating to teaching skills leading to this outcome. Respondents were secondary-level educators serving students with varying types and severity of disabling conditions. Findings indicated that a majority of respondents believed that instruction in self-determination was important. but teachers differed in their responses regarding the strategies taught and the extent and type of instruction provided based on the severity of the student's disability. Implications for educational practice are discussed.
Parent involvement in programs facilitating the transition of persons with handicaps from school to adult life (work, independent living) was examined. The survey found that a significant number of parents were unaware of any transition program for their offspring, although virtually all parents desired involvement of some kind. Parents also indicated preferences relating to their child not living at home upon graduation from school, working in the community, and earning a wage greater than or equal to the minimum.
10 steps to independence: Promoting self-determination in the home
- M L Wehmeyer
- S Davis
- S B Palmer
Wehmeyer, M. L., Davis, S., & Palmer, S. B. (2010). 10 steps
to independence: Promoting self-determination in the
home. Washington, DC: Association of University Centers
on Disability.
Fostering self-determination among children with disabilities: Ideas from parents for parents
- K Weir
- M Cooney
- M Walter
- C Moss
- E W Carter
Weir, K., Cooney, M., Walter, M., Moss, C., & Carter, E. W.
(2011). Fostering self-determination among children with disabilities: Ideas from parents for parents. Madison, WI: Natural
Supports Project, Waisman Center, University of Wisconsin-Madison.
AIR Self-Determination Scale and user guide
- J M Wolman
- P L Campeau
- P A Dubois
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