Self‐determination and future goals in a sample of adults with intellectual disability

Researchers have established variability in self-determination scores across disability groups, but most nationally representative research has used data collected over a decade ago from the National Longitudinal Transition Study 2 (NLTS2). To provide an updated analysis of differences in characteristics of self-determination (i.e., autonomy, psychological empowerment, self-realization) across disability groups, this study analyzed data from the recently completed National Longitudinal Transition Study 2012 (NLTS2012). The authors tested measurement equivalence across seven disability groups: high-incidence disabilities (learning disabilities, emotional disturbances, speech or language impairments, and other health impairments), sensory disabilities (visual and hearing impairment), multiple disabilities (multiple disabilities and deaf-blindness), intellectual disability, traumatic brain injury, orthopedic impairments, and autism spectrum disorder (ASD). Students in the multiple disabilities, intellectual disability, and ASD groups showed lower self-determination scores compared with other disability groups. Greater variability was also found in scores among these groups. Implications for assessment research practice, and policy are highlighted.

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Self-Determination in People with Intellectual Disability: The Mediating Role of Opportunities

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17176201 ◽

2020 ◽

Vol 17 (17) ◽

pp. 6201

Author(s):

Eva Vicente ◽

Cristina Mumbardó-Adam ◽

Verónica M. Guillén ◽

Teresa Coma-Roselló ◽

María-Ángeles Bravo-Álvarez ◽

...

Keyword(s):

Intellectual Disability ◽

Self Regulation ◽

Self Determination ◽

Persons With Disabilities ◽

Mediating Role ◽

Almost All ◽

Disability Level ◽

At Home

The Convention on the Rights of Persons with Disabilities have proclaimed the basic right of people to make one’s own choices, have an effective participation and inclusion. Research in the field of disability have stressed self-determination as a key construct because of its impact on their quality of life and the achievement of desired educational and adulthood related outcomes. Self-determination development must be promoted through specific strategies and especially, by providing tailored opportunities to practice those skills. Providing these opportunities across environments could be especially relevant as a facilitator of self-determination development. This manuscript aims to ascertain if opportunities at home and in the community to engage in self-determined actions are mediating the relationship between people intellectual disability level and their self-determination. Results have confirmed direct effects of intellectual disability level on self-determination scores. Indirect effects also predicted self-determination and almost all its related components (self-initiation, self-direction, self-regulation, self-realization, and empowerment) through opportunities in the community and at home. Autonomy was predicted by the intellectual disability level through an indirect effect of opportunities at home, but not in the community. These results highlight the need for further research to better operationalize and promote contextually rooted opportunities for people with intellectual disability to become more self-determined.

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Examining Types of Goals Set by Transition-Age Students With Intellectual Disability

Career Development and Transition for Exceptional Individuals ◽

10.1177/2165143420959055 ◽

2020 ◽

pp. 216514342095905

Author(s):

Kathryn M. Burke ◽

Karrie A. Shogren ◽

Sarah Carlson

Keyword(s):

Intellectual Disability ◽

Postsecondary Education ◽

Goal Setting ◽

Self Determination ◽

Community Life ◽

Transition Age ◽

Integrated Employment ◽

Setting Process ◽

Critical Skills ◽

Adult World

Goal setting and attainment are critical skills for young people with disabilities as they plan for their postschool lives in areas such as employment, postsecondary education, and community life. This article presents an analysis of the types of goals set by transition-age students with intellectual disability over 3 years while supported by teachers to use an evidence-based practice to promote self-determination, the Self-Determined Learning Model of Instruction (SDLMI). Teachers implemented the SDLMI as part of a statewide effort to enhance the transition to integrated employment for students with intellectual disability exiting high school. Findings reflect students’ desire to plan for multiple aspects of their lives in the adult world and the criticality of examining teacher expectations and how they relate to instruction and supports for students engaging in the goal-setting process. Limitations and implications for research and practice are discussed.

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Evaluating the Differential Impact of Interventions to Promote Self-Determination and Goal Attainment for Transition-Age Youth with Intellectual Disability

Research and Practice for Persons with Severe Disabilities ◽

10.1177/1540796918779775 ◽

2018 ◽

Vol 43 (3) ◽

pp. 165-180 ◽

Cited By ~ 9

Author(s):

Karrie A. Shogren ◽

Kathryn M. Burke ◽

Mark H. Anderson ◽

Anthony A. Antosh ◽

Michael L. Wehmeyer ◽

...

Keyword(s):

Intellectual Disability ◽

Rhode Island ◽

Goal Attainment ◽

Transition Planning ◽

School Context ◽

Transition Services ◽

The State ◽

Self Determination ◽

Differential Impact ◽

The Impact

This study examined the differential impact of implementing the Self-Determined Learning Model of Instruction (SDLMI) alone with implementing the SDLMI combined with Whose Future Is It? with transition aged students with intellectual disability in a cluster randomized trial in the state of Rhode Island. The state of Rhode Island is implementing systemic change in transition services and supports under the auspices of a Consent Decree entered into by the state with the U.S. Department of Justice. One area of focus is promoting self-determination during transition planning in the school context as a means to affect employment trajectories. This study focused on the impact of self-determination instruction on self-determination outcomes while youth were still in school, given research establishing a relationship between self-determination and employment outcomes. Latent mediation models suggested that students in the SDLMI-only group reported significant increases in their self-determination scores from baseline to the end of the year, and teachers of students in the SDLMI-only group saw students’ goal attainment as predicting change in self-determination over the course of the year. Teachers reported significant changes in student self-determination in the SDLMI + Whose Future Is It? group. Implications for individualizing interventions to teach skills associated with self-determination in the context of planning and setting goals for the transition to integrated employment are discussed.

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