Brianne Tomaszewski1,2, Bonnie Kraemer3, Jessica R Steinbrenner1, Leann Smith DaWalt4, Laura J Hall3, Kara Hume1, Samuel Odom1. 1. Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA. 2. TEACCH Autism Program, UNC-Chapel Hill, Chapel Hill, North Carolina, USA. 3. Special Education, San Diego State University, San Diego, California, USA. 4. University of Wisconsin-Madison Waisman Center, Madison, Wisconsin, USA.
Abstract
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.
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.
Authors: Erik W Carter; Kathleen Lynne Lane; Molly Cooney; Katherine Weir; Colleen K Moss; Wendy Machalicek Journal: Am J Intellect Dev Disabil Date: 2013-01
Authors: Sheida K Raley; Kathryn M Burke; Mayumi Hagiwara; Karrie A Shogren; Michael L Wehmeyer; Jennifer A Kurth Journal: Intellect Dev Disabil Date: 2020-02
Authors: Jon Baio; Lisa Wiggins; Deborah L Christensen; Matthew J Maenner; Julie Daniels; Zachary Warren; Margaret Kurzius-Spencer; Walter Zahorodny; Cordelia Robinson Rosenberg; Tiffany White; Maureen S Durkin; Pamela Imm; Loizos Nikolaou; Marshalyn Yeargin-Allsopp; Li-Ching Lee; Rebecca Harrington; Maya Lopez; Robert T Fitzgerald; Amy Hewitt; Sydney Pettygrove; John N Constantino; Alison Vehorn; Josephine Shenouda; Jennifer Hall-Lande; Kim Van Naarden Braun; Nicole F Dowling Journal: MMWR Surveill Summ Date: 2018-04-27