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

2018 ◽  
Vol 43 (3) ◽  
pp. 165-180 ◽  
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.

scholarly journals Effect of Intervention With the Self-Determined Learning Model of Instruction on Access and Goal Attainment

2011 ◽  
Vol 33 (5) ◽  
pp. 320-330 ◽  
Author(s):  
Karrie A. Shogren ◽  
Susan B. Palmer ◽  
Michael L. Wehmeyer ◽  
Kendra Williams-Diehm ◽  
Todd D. Little
Keyword(s):  
General Education ◽  
Goal Attainment ◽  
Transition Services ◽  
Learning Model ◽  
The Self ◽  
Self Determination ◽  
Education Curriculum ◽  
General Education Curriculum ◽  
Group Randomized Trial ◽  
The Impact

Promoting self-determination has been identified as best practice in special education and transition services and as a means to promote goal attainment and access to the general education curriculum for students with disabilities. There have been, however, limited evaluations of the effects of interventions to promote self-determination on outcomes related to access to the general education curriculum. This article reports findings from a cluster or group-randomized trial control group study examining the impact of intervention using the Self-Determined Learning Model of Instruction on students’ academic and transition goal attainment and on access to the general education curriculum for students with intellectual disability and learning disabilities. Findings support the efficacy of the model for both goal attainment and access to the general education curriculum, though students varied in the patterns of goal attainment as a function of type of disability.

Strategic identity

Thesis Eleven ◽  
2018 ◽  
Vol 145 (1) ◽  
pp. 38-57 ◽  
Author(s):  
Albert E. Alejo
Keyword(s):  
Indigenous Peoples ◽  
Local Community ◽  
The State ◽  
Self Determination ◽  
The Many ◽  
The Impact

This article introduces the concept of ‘strategic identity’ as a bridge between the indigenous peoples’ struggle for self-determination and their search for solidarity in the context of globalization, with a focus on the Lumads, or indigenous peoples in southern Philippines. The paper begins with an encounter with a global actor affecting a local community. We realize the impact of powerful, well-networked forces that challenge even the operation of the state. Without trivializing the threats associated with this model of globalization, we also insist that a realistic and hopeful approach may emerge if we acknowledge the many ‘selves’ in the indigenous peoples’ self-determination. At the heart of this proposal is a matrix that unpacks the complex ways that local, national, sectoral, and global actors can engage in conflict or solidarity with these strategic identity assertions. Solidarity work, then, becomes diversified and strategized in response to the evolving multiple indigenous identities that modernity paradoxically both endangers and engenders.

scholarly journals Evaluating Quality of Life in Families With Williams Syndrome Patients

2020 ◽  
Author(s):  
ESTHER MORALEDA ◽  
Mario Arana ◽  
Patricia López
Keyword(s):  
Quality Of Life ◽  
Intellectual Disability ◽  
Williams Syndrome ◽  
Personal Development ◽  
Social Inclusion ◽  
Interpersonal Relations ◽  
Well Being ◽  
Self Determination ◽  
The Impact

Abstract Background: Williams Syndrome is a developmental disorder characterized by a variable intellectual disability. People with Williams Syndrome need the intervention of several clinical and educational specialists throughout their life. However, little is known about the impact produced by this disability in their immediate environment, especially in families. The purpose was to know the level of quality of life described by families with Williams Syndrome.Methods: The sample was made up of 33 families belong to Spanish Williams Syndrome Association who were evaluated using the Kidslife Scale. Theirs children and adolescents were between 4 and 20 years old. Eight main quality of life dimensions were evaluated: emotional well-being, physical well-being, material well-being, personal development, interpersonal relations, social inclusion, self-determination and rightsResults: The obtained data indicated that the degree and presence of intellectual disability themselves did not homogeneously influence people’s quality of life, but many variables could alter their quality of life to a greater or lesser extent. There are no significant differences between quality of life areas but significant differences appeared for level of dependence in the self-determination subarea (p<.05). Conclusions: These results led us to analyse the social and emotional implications for families and their environment.

Parent Assessments of Self-determination Importance and Performance for Students with Autism or Intellectual Disability

2013 ◽  
Vol 118 (1) ◽  
pp. 16-31 ◽  
Author(s):  
Erik W. Carter ◽  
Kathleen Lynne Lane ◽  
Molly Cooney ◽  
Katherine Weir ◽  
Colleen K. Moss ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Challenging Behaviors ◽  
Essential Element ◽  
Transition Services ◽  
Self Determination ◽  
Perceived Disability ◽  
Component Skills ◽  
Students With Autism ◽  
And Performance ◽  
Disability Severity

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.

scholarly journals Evaluating quality of life in families with Williams Syndrome patients

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Esther Moraleda Sepúlveda ◽  
Patricia López Resa
Keyword(s):  
Quality Of Life ◽  
Intellectual Disability ◽  
Williams Syndrome ◽  
Personal Development ◽  
Social Inclusion ◽  
Interpersonal Relations ◽  
Well Being ◽  
Self Determination ◽  
The Impact

Abstract Background Williams Syndrome is a developmental disorder characterized by a variable intellectual disability. People with Williams Syndrome need the intervention of several clinical and educational specialists throughout their life. However, little is known about the impact produced by this disability in their immediate environment, especially in families. The purpose was to know the level of quality of life described by families with Williams Syndrome. Methods The sample was made up of 33 families belong to Spanish Williams Syndrome Association who were evaluated using the Kidslife Scale. Their children and adolescents were between 4 and 20 years old. Eight main quality of life domains were evaluated: emotional well-being, physical well-being, material well-being, personal development, interpersonal relations, social inclusion, self-determination and rights Results The obtained data indicated that the degree and presence of intellectual disability did not homogeneously influence people’s quality of life, but many variables could alter their quality of life to a greater or lesser extent. There are no significant differences between quality of life areas but significant differences appeared for level of dependence in the self-determination subarea (p < .05). Conclusions These results led us to analyse the social and emotional implications for families and their environment.

Technology and Self-Determination in Transition Planning: The Impact of Technology Use in Transition Planning on Student Self-Determination

2011 ◽  
Vol 26 (1) ◽  
pp. 13-24 ◽  
Author(s):  
Michael L. Wehmeyer ◽  
Susan B. Palmer ◽  
Kendra Williams-Diehm ◽  
Karrie A. Shogren ◽  
Daniel K. Davies ◽  
...  
Keyword(s):  
Technology Use ◽  
Transition Planning ◽  
Self Determination ◽  
Impact Of Technology ◽  
The Impact

scholarly journals EVALUATING QUALITY OF LIFE IN FAMILIES WITH WILLIAMS SYNDROME PATIENTS

2021 ◽  
Author(s):  
Esther Moraleda Sepúlveda ◽  
Mario Arana-Zumaquero ◽  
Patricia López-Resa
Keyword(s):  
Quality Of Life ◽  
Intellectual Disability ◽  
Williams Syndrome ◽  
Personal Development ◽  
Social Inclusion ◽  
Interpersonal Relations ◽  
Well Being ◽  
Self Determination ◽  
The Impact

Abstract Background: Williams Syndrome is a developmental disorder characterized by a variable intellectual disability. People with Williams Syndrome need the intervention of several clinical and educational specialists throughout their life. However, little is known about the impact produced by this disability in their immediate environment, especially in families. The purpose was to know the level of quality of life described by families with Williams Syndrome. Methods: The sample was made up of 33 families belong to Spanish Williams Syndrome Association who were evaluated using the Kidslife Scale. Their children and adolescents were between 4 and 20 years old. Eight main quality of life domains were evaluated: emotional well-being, physical well-being, material well-being, personal development, interpersonal relations, social inclusion, self-determination and rightsResults: The obtained data indicated that the degree and presence of intellectual disability did not homogeneously influence people’s quality of life, but many variables could alter their quality of life to a greater or lesser extent. There are no significant differences between quality of life areas but significant differences appeared for level of dependence in the self-determination subarea (p<.05). Conclusions: These results led us to analyse the social and emotional implications for families and their environment.

scholarly journals Evaluating Quality Of Life In Families With Williams Syndrome Patients

2020 ◽  
Author(s):  
Esther Moraleda-Sepúlveda ◽  
Mario Arana-Zumaquero ◽  
Patricia López-Resa
Keyword(s):  
Quality Of Life ◽  
Intellectual Disability ◽  
Williams Syndrome ◽  
Personal Development ◽  
Social Inclusion ◽  
Interpersonal Relations ◽  
Well Being ◽  
Self Determination ◽  
The Impact

Abstract Background: Williams Syndrome is a developmental disorder characterized by a variable intellectual disability. People with Williams Syndrome need the intervention of several clinical and educational specialists throughout their life. However, little is known about the impact produced by this disability in their immediate environment, especially in families. The purpose was to know the level of quality of life described by families with Williams Syndrome. Methods: The sample was made up of 33 families belong to Spanish Williams Syndrome Association who were evaluated using the Kidslife Scale. Their children and adolescents were between 4 and 20 years old. Eight main quality of life domains were evaluated: emotional well-being, physical well-being, material well-being, personal development, interpersonal relations, social inclusion, self-determination and rightsResults: The obtained data indicated that the degree and presence of intellectual disability did not homogeneously influence people’s quality of life, but many variables could alter their quality of life to a greater or lesser extent. There are no significant differences between quality of life areas but significant differences appeared for level of dependence in the self-determination subarea (p<.05). Conclusions: These results led us to analyse the social and emotional implications for families and their environment.

The Impact of the Patient Self-Determination Act's Requirement That States Describe Law concerning Patients' Rights

1993 ◽  
Vol 21 (1) ◽  
pp. 102-108 ◽  
Author(s):  
Joan M. Teno ◽  
Charles Sabatino ◽  
Lauren Parisier ◽  
Fenella Rouse ◽  
Joanne Lynn
Keyword(s):  
Advance Directives ◽  
Medical Decision Making ◽  
The State ◽  
Self Determination ◽  
State Agency ◽  
Medical Decision ◽  
Patients Rights ◽  
Written Information ◽  
The Impact ◽  
Written Description

As of December 1991, the Patient Self-Determination Act (PSDA) mandated that health care institutions which receive funding from Medicare or Medicaid provide written information about persons rights to participate in medical decision-making and formulate advance directives. The PSDA required each state…acting through a State agency, association, or other private nonprofit entity develop a written description of the law of the State (whether statutory or as recognized by the courts of the State) concerning advance directives that would be distributed by providers or organizations under the requirements of [the Act].

scholarly journals Impact of the Self-Determined Learning Model of Instruction on Self-Determination and Goal Attainment in Adolescents With Intellectual Disability

2018 ◽  
Vol 30 (1) ◽  
pp. 22-34 ◽  
Author(s):  
Karrie A. Shogren ◽  
Kathryn M. Burke ◽  
Anthony Antosh ◽  
Michael L. Wehmeyer ◽  
Terri LaPlante ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Goal Attainment ◽  
State Level ◽  
Learning Model ◽  
Teacher Ratings ◽  
The Self ◽  
Self Determination ◽  
Future Research ◽  
First Year ◽  
Knowledge And Beliefs

The Self-Determined Learning Model of Instruction (SDLMI) is an evidence-based practice designed to enable teachers to teach students to self-regulate problem solving to set and attain educationally relevant goals. This study reports on findings and outcomes of the first year of a statewide implementation of the SDLMI by teachers working with students with intellectual disability to promote skills, knowledge, and beliefs that will lead to opportunities for meaningful, integrated employment. Data are reported on teacher fidelity of implementation of the SDLMI, student and teacher ratings of self-determination, student ratings of transition empowerment, and teacher ratings of student goal attainment. Data from the first year of the longitudinal implementation suggest that teachers can implement the SDLMI with fidelity, that students attain educationally relevant goals, and that teachers report changes in aspects of student self-determination, and that the SDLMI can be implemented statewide with school-, district-, and state-level supports. Recommendations for future research and policy-related implications for scaling-up efforts to promote self-determination are provided.

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