Self-Determination as an Educational Outcome: A Definitional Framework and Implications for Intervention

Journal of Developmental and Physical Disabilities

Volumn 9, Issue 3, 1997, Pages 175-209

  Wehmeyer, Michael ^a  

^a Arc National Headquarters   (United States)

Author keywords

Adult outcomes; Intervention; Learning disabilities; Mental retardation; Self determination

Indexed keywords

EID: 2242417473     PISSN: 1056263X     EISSN: None     Source Type: Journal    
DOI: 10.1023/A:1024981820074     Document Type: Article

References (108)

1. Abery, B., Rudrud, L., Arndt, K., Schauben, L., and Eggebeen, A. (1995). Evaluating a multicomponent program for enhancing the self-determination of youth with disabilities. Intervent. School Clin. 30: 170-179.
2. Adelman, H. S., Lusk, R., Alvarez, V., and Acosta, N. K. (1985). Competence of minors to understand, evaluate and communicate about their psychoeducational problems. Prof. Psychol. Res. Pract. 16: 426-434.
3. Adelman, H. S., MacDonald, V. M., Nelson, P., Smith, D. C., and Taylor, L. (1990). Motivational readiness of children with learning and behavior problems in psychoeducational decision making. J. Learn. Disabil. 23: 171-176.
4. Agran, M. (1997). Student-directed learning: A handbook on self-management, Brooks/Cole, Pacific Grove, CA.
5. Agran, M., Fodor-Davis, J., and Moore, S. (1986). The effects of self-instructional training on job-task sequencing: Suggesting a problem-solving strategy. Ed. Train. Ment. Retard. 21: 273-281.
6. Agran, M., Marchand-Martella, N. E., and Martella, R. C. (1994). Promoting Health and Safety: Skills for Independent Living, Paul H. Brookes Co., Baltimore, MD.
7. Agran, M., and Martin, J. E. (1987). Applying a technology of self-control in community environments for individuals who are mentally retarded. In Hersen, M., Eisler, R. M. and Miller, P. M. (eds.), Progress in Behavior Modification, Sage Publications, Newbury Park, CA, pp. 108-151.
8. Agran, M., Salzberg, C. L., and Stowitschek, J. J. (1987). An analysis of the effects of a social skills training program using self-instructions on the acquisition and generalization of two social behaviors in a work setting. J. Assoc. Pers. Sev. Hand. 12: 131-139.
9. American Heritage Dictionary of the English Language (1992).
10. Bandura, A. B. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychol. Rev. 84: 191-215.
11. Baron, J., and Brown, R. V. (1991). Introduction. In Baron, J., and Brown, R. V. (eds.), Teaching Decision Making to Adolescents, Lawrence Erlbaum Associates, Hillsdale, NJ.
12. Beyth-Marom, R., Fischhoff, B., Jacobs Quadrel, M., and Furby, L. (1991). Teaching decision-making to adolescents: A critical review. In Baron, J. and Brown, R. V. (eds.), Teaching Decision Making to Adolescents, Lawrence Erlbaum Associates, Hillsdale, NJ.
13. Blackorby, J., and Wagner, M. (1996). Longitudinal postschool outcomes of youth with disabilities: Findings from the National Longitudinal Transition Study. Except. Child. 62: 399-414.
14. Blatt, B. (1961). Purgatory. Changing Patterns in Residential Services for the Mentally Retarded, President's Committee on Mental Retardation, Washington, DC, pp. 347-360.
15. Brown, F. Appel, C., Corsi, L. and Wenig, B. (1993). Choice diversity for people with severe disabilities. Ed. Train. Ment. Retard. 28: 318-326.
16. Carter Ludi, D., and Martin, L. (1995). The road to personal freedom: Self-determination. Intervent. School Clin. 30: 164-169.
17. Chadsey-Rusch, J. (1986). Identifying and teaching valued social behaviors. In Rusch F. R. (ed.), Competitive Employment: Service Delivery Models, Methods and Issues, Paul H. Brookes, Baltimore, pp. 273-287.
18. Chadsey-Rusch, J., Rusch, F., and O'Reilly, M.F. (1991). Transition from school to integrated communities. Remed. Spec. Ed. 12: 23-33.
19. Dalkey, N.C. (1972). Studies in the quality of life: Delphi and decision-making. Lexington Books, Lexington, MA.
20. Deci, E. L., and Chandler, C. L. (1986). The importance of motivation for the future of the LD field. J. Learn. Disabil. 19: 587-594.
21. Deci, E. L., and Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior, Plenum, New York.
22. Doll, B., Sands, D. J., Wehmeyer, M. L., and Palmer, S. (1996). Promoting the development and acquisition of self-determined behavior. In Sands, D.J., and Wehmeyer, M. L. (eds.), Self-Determination Across the Life Span: Independence and Choice for People with Disabilities, Baltimore, Paul H. Brookes, pp. 63-88.
23. D'Zurilla, T. J., and Goldfried, M. R. (1971). Problem-solving and behavior modification. J. Abnorm. Psychol. 78: 107-126.
24. Ficker-Terrill, C., and Rowitz, L. (1991). Choices. Ment. Retard. 29: 63-64.
25. Field, S. (1996). Self-determination instructional strategies for youth with learning disabilities. J. Learn. Disabil. 29: 40-52.
26. Field, S., and Hoffman, A. (1994). Development of a model for self-determination. Career Devel. Except. Individ. 17: 159-169.
27. Fullerton, A. (1995). Promoting self-determination for adolescents and young adults with autism. J. Vocat. Rehabil. 5: 337-346.
28. Gardner, W. I., Cole, C. L., Berry, D. L., and Nowinski, J. M. (1983). Reduction of disruptive behaviors in mentally retarded adults: A self-management approach. Behav. Mod. 7: 76-96.
29. Gothelf, C. R., Crimmins, D. B., Mercer, C. A., and Finocchiaro, P. A. (1994). Teaching choices-making skills to students who are deaf-blind. Teach. Except. Child. 26: 13-15.
30. Grace, N., Cowart, C. and Matson, J.L. (1988). Reinforcement and self-control for treating a chronic case of self-injury in Lesch-Nyhan syndrome. J. Multihand. Pers. 1: 53-59.
31. Grisso, T., and Vierling, L. (1978). Minor's consent to treatment: A developmental perspective. Profess. Psychol. 9: 412-427.
32. Guess, D., Benson, H. A., and Siegel-Causey, E. (1985). Concepts and issues related to choice-making and autonomy among persons with severe disabilities. J. Assoc. Pers. Sev. Hand. 10: 79-86.
33. Halloran, W. D. (1993). Transition services requirement: Issues, implications, challenge. In Eaves, R. C., and McLaughlin, P. J. (eds.), Recent Advances in Special Education and Rehabilitation, Andover Medical Publishers, Boston, MA, pp. 210-224.
34. Halpern, A. S., Herr, C. M., Wolf, N. K., Lawson, J. D., Doren, B., and Johnson, M. D. (1995). NEXT S.T.E.P.: Student Transition and Educational Planning Teacher Manual, University of Oregon, Eugene, OR.
35. Houghton, J., Bronkicki, G. J. B., and Guess, D. (1987). Opportunities to express preferences and make choices among students with severe disabilities in classroom settings. J. Assoc. Pers. Sev. Hand. 10: 79-86.
36. Hughes, C., and Agran, M. (1993). Teaching persons with severe disabilities to use self-instruction in community settings: An analysis of applications. J. Assoc. Pers. Sev. Hand. 18: 261-274.
37. Hughes, C., and Rusch, F. R. (1989). Teaching supported employees with severe mental retardation to solve problems. J. Appl. Behav. Anal. 22: 365-372.
38. Hughes, C. A., Korinek, L., and Gorman, J. (1991). Self-management for students with mental retardation in public school settings: A research review. Education and Train. Ment. Retard. 26: 271-291.
39. Jaskulski, T., Metzler, C., and Zierman, S. A. (1990). Forging a New Era: The 1990 Reports on People with Developmental Disabilities, National Association of Developmental Disabilities Councils, Washington, DC.
40. Kaser-Boyd, N., Adelman, H. S., and Taylor, L. (1985). Minor's ability to identify risks and benefits of therapy. Prof. Psychol. Res. Pract. 16: 411-417.
41. Kennedy, M. (1993). Self-determination. Newslett. Assoc. Pers. Sev. Hand., 19(9), 11.
42. Kishi, G., Teelucksingh, B., Zollers, N., Park-Lee, S., and Meyer, L. (1988). Daily decision-making in community residences: A social comparison of adults with and without mental retardation. Am. J. Ment. Retard. 92: 430-435.
43. Koenigs, S., Fields, M., and deCharms, R. (1977). Teacher beliefs, classroom interaction and personal control. J. Appl. Social Psychol. 7: 95-114.
44. Koestner, R., Ryan, R. M., Bernieri, F., and Holt, K. (1984). The effects of controlling versus informational limit-setting styles on children's intrinsic motivation and creativity. J. Personal. 52: 233-248.
45. Kohn, A. (1993). Choices for children: Why and how to let student decide. Phi Delta Kappan 75(1): 8-20.
46. Kozleski, E. B., and Sands, D. J. (1992). The yardstick of social validity: Evaluating quality of life as perceived by adults without disabilities. Ed. Train. Ment. Retard. 27: 119-131.
47. Lefcourt, H. M., (1976). Locus of Control, Lawrence Erlbaum, Hillsdale, NJ.
48. Lent, R. W., Bron, S. D., and Larkin, K. C. (1984). Relationship of self-efficacy expectations to academic achievement and persistence. J. Counsel. Psychol. 31: 356-362.
49. Lipsky, D. K. and Gartner, A. (1989). Beyond Separate Education: Quality Education for All. Paul H. Brookes Books, Baltimore, MD.
50. Martin, J. E., and Marshall, L. H. (1995). ChoiceMaker: A comprehensive self-determination transition program. Intervent. School Clin. 30: 147-156.
51. Martin, J. E., and Marshall, L. H. (1996). ChoiceMaker: Infusing self-determination instruction into the IEP and transition process. In Sands, D. J., and Wehmeyer, M. L. (eds.), Self-determination Across the Life Span: Independence and Choice for People with Disabilities, Paul H. Brookes, Baltimore, MD, pp. 215-236.
52. Martin, J. E., Marshall, L. H., and Maxson, L. (1993). Transition policy: Infusing self-determination and self-advocacy into transition programs. Career Devel. Except. Individ. 16: 53-61.
53. Martin, J. E., Marshall, L. H., Maxson, L. and Jerman, P. (1993). Self-Directed IEP: Teacher's Manual. Center for Educational Research, University of Colorado at Colorado Springs, Colorado Springs.
54. Mercer C. D., and Snell, M. E. (1977). Learning Theory Research in Mental Retardation: Implications for Teaching, Charles E. Merrill, Columbus, Ohio.
55. Mithaug, D. E., and Hanawalt, D. A. (1978). The validation of procedures to assess prevocational task preferences in retarded adults. J. Appl. Behav. Anal. 11: 153-162.
56. Munk, D. D., and Repp, A. C. (1994). The relationship between instructional variables and problem behavior: A review. Except. Child. 60: 390-401.
57. Murtaugh, M., and Zettin, A. G. (1990). The development of autonomy among learning handicapped and non-handicapped adolescents: A longitudinal perspective. J. Youth Adol. 19: 245-255.
58. Ollendick, T. H., Greene, R. W., Francis, G., and Baum, C. G. (1991). Sociometric status: Its stability and validity among neglected, rejected and popular children. J. Child Psychol. Psychiatry 32: 525-534.
59. Ollendick, T. H., and Schmidt, C. R. (1987). Social learning constructs in the prediction of peer interaction. J. Clin. Child Psychol. 16: 80-87.
60. Park, H. S. and Gaylord-Ross, R. (1989). A problem-solving approach to social skills training in employment settings with mentally retarded youth. J. of Appl. Behav. Anal. 22: 373-380.
61. Parsons, M. B., McCarn, J. E., and Reid, D. H. (1993). Evaluating and increasing meal-related choices throughout a service setting for people with severe disabilities. J. Assoc. Pers. Sev. Hand. 18: 253-260.
62. Phillips, P. (1990). A self-advocacy plan for high school students with learning disabilities: A comparative case study analysis of students', teachers', and parents' perceptions of program effects. J. Learn. Dis. 23: 466-471.
63. Powers, L. E., Singer, G. H. S., and Sowers, J. (eds.) (1996). On the Road to Autonomy: Promoting Self-Competence in Children and Youth with Disabilities, Paul H. Brookes Co., Baltimore, MD.
64. Powers, L. E., Sowers, J., Turner, A., Nesbitt, M., Knowles, E., and Ellison, R. (1996). TAKE CHARGE! A model for promoting self-determination among adolescents with challenges. In Powers, L. E., Singer, G. H. S., and Sowers, J. (eds.). On the Road to Autonomy: Promoting Self-Competence in Children and Youth with Disabilities, Paul H. Brookes, Baltimore, MD, pp. 291-322.
65. Realon, R. E., Favell, J. E., and Lowerre, A. (1990). The effects of making choices on engagement levels with persons who are profoundly mentally handicapped. Ed. Train. Ment. Retard. 25: 248-254.
66. Reid, D. H., Parsons, M. B., and Green, C. W. (1991). Providing Choices and Preferences for Persons who have Severe Handicaps, Habilitative Management Consultants, Inc., Morganton, NC.
67. Salend, S. J. (1983). Self-assessment: A model for involving students in the formulation of their IEPs. J. School Psychol. 21: 65-70.
68. Sands, D. J., and Kozleski, E. B. (1994). Quality of life differences between adults with and without disabilities. Ed. Train. Ment. Retard. and Dev. Dis. 29: 90-101.
69. Sarason, S. B., (1990). The Predictable Failure of Educational Reform, Josey-Bass, San Francisco.
70. Schalock, R. L. (1996). Reconsidering the conceptualization and measurement of quality of life. In Schalock, R. (ed.), Quality of Life: Conceptualization and Measurement, American Association on Mental Retardation, Washington, DC, Vol. I; pp. 123-139.
71. Schloss, P. J., Alper, S., and Jayne, D. (1993). Self-determination for persons with disabilities: Choice, risk, and dignity. Except. Child. 60: 215-225.
72. Schunk, D. H. (1985). Participation in goal setting: Effects on self-efficacy and skills of learning disabled children. J. Special Ed. 19: 307-316.
73. Schunk, D. H. (1989). Social cognitive theory and self-regulated learning. In Zimmerman, B. J., and Schunk, D. H. (eds.), Self-Regulated Learning and Academic Achievement: Theory, Research and Practice, Springer-Verlag, New York.
74. Serna, L. A., and Lau-Smith, J. (1995). Learning with a PURPOSE: Self-determination skills for students who are at risk for school and community failure. Intervent. School Clin. 30: 142-146.
75. Shevin, M., and Klein, N. K. (1984). The importance of choice-making skills for students with severe disabilities. J. Assoc. Pers. Sev. Hand. 9: 159-166.
76. Sigafoos, A. D., Feinstein, C. B., Damond, M., and Reiss, D. (1988). The measurement of behavioral autonomy in adolescence: The Autonomous Functioning Checklist. In Feinstein, C. B., Esman, A., Looney, J., Orvin, G., Schimel, J., Schwartzberg, A., Sorsky, A., and Sugar, M. (eds.), Adolescent Psychiatry, Volume 15, University of Chicago Press, Chicago, pp. 432-462.
77. Stancliffe, R. (1995). Assessing opportunities for choice making: A comparison of self-report and staff reports. Am. J. Ment. Retard. 99: 418-429.
78. Stancliffe, R., and Wehmeyer, M. L. (1995). Variability in the availability of choice to adults with mental retardation. J. Vocat. Rehab. 5: 319-328.
79. Swann, W. B., and Pittman, T. S. (1977). Initiating play activity of children: The moderating influence of verbal cues on intrinsic motivation. Child Devel. 48: 1128-1132.
80. Taylor, L., Adelman, H. S., and Kaser-Boyd, N. (1983). Perspectives of children regarding their participation in psychoeducational decisions. Prof. Psychol. Res. Pract. 14: 882-894.
81. Taylor, L., Adelman, H. S., and Kaser-Boyd, N. (1985). Minor's attitudes and competence toward participation in psychoeducational decisions. Prof. Psychol. Res. Pract. 16: 226-235.
82. Turnbull, A. P., Blue-Banning, M. J., Anderson, E. A., Turnbull, H. R., Seaton, K., and Dinas, P. A. (1996). Enhancing self-determination through Group Action Planning: A holistic emphasis. In Sands, D. J., and Wehmeyer, M. L. (eds.), Self-Determination Across the Life Span: Independence and Choice for People with Disabilities, Paul H. Brookes, Baltimore, MD, pp. 237-256.
83. Turnbull, A. P., and Turnbull, H. R. (1985). Developing independence. J. Adol. Health Care, 6: 108-119.
84. Van Reusen, A. K., and Bos, C. S. (1994). Facilitating student participation in individualized education programs through motivation strategy instruction. Except. Child. 60: 466-475.
85. Van Reusen, A. K., Bos, C. S., Schumaker, J. B., and Deshler, D. D. (1994). The Self-Advocacy Strategy for Education and Transition Planning, Edge Enterprises, Lawrence, KS.
86. Ward, M. J. (1996). Coming of age in the age of self-determination: A historical and personal perspective. In Sands, D. J. and Wehmeyer, M. L. (Eds.), Self-Determination Across the Life Span: Independence and Choice for people with Disabilities, Paul H. Brookes, Baltimore, MD, pp. 1-14.
87. Ward, M. J., and Kohler, P. D. (1996). Promoting self-determination for individuals with disabilities: Content and process. In Powers, L. E., Singer, G. H. S., and Sowers, J. (eds.), On the Road to Autonomy: Promoting Self-Competence in Children and Youth with Disabilities, Paul H. Brookes, Baltimore, pp. 275-290.
88. Warren, B. (1993). The Right to Choose: A Training Curriculum. New York State Office of Mental Retardation and Developmental Disabilities, New York.
89. Wehmeyer, M. L. (1992). Self-determination and the education of students with mental retardation. Ed. Train. Ment. Retard. 27: 302-314.
90. Wehmeyer, M. L. (1993). Perceptual and psychological factors in career decision-making of adolescents with and without cognitive disabilities. Career Devel. Except. Individ. 16: 135-146.
91. Wehmeyer, M. L. (1994a). Perceptions of self-determination and psychological empowerment of adolescents with mental retardation. Ed. Train. Ment. Retard. Devel. Dis. 29: 9-21.
92. Wehmeyer, M. L., and Kelchner, K. (1994b). Interpersonal cognitive problem-solving skills of individuals with mental retardation. Ed. Train. Ment. Retard. 29: 265-278.
93. Wehmeyer, M. L. (1995). A career education approach:Self-determination for youth with mild cognitive disabilities. Intervent. School Clin. 30: 157-163.
94. Wehmeyer, M. L. (1996). Self-determination as an educational outcome: Why is it important to children, youth and adults with disabilities? In Sands, D. J., and Wehmeyer, M. L. (eds.), Self-Determination Across the Life Span: Independence and Choice for People with Disabilities, Paul H. Brookes, Baltimore, MD, pp. 15-34.
95. Wehmeyer, M. L., and Kelchner, K. (1995a). The Arc's Self-Determination Scale, The Arc National Headquarters, Arlington, TX.
96. Wehmeyer, M. L., and Kelchner, K. (1995b). Measuring the autonomy of adults with mental retardation: A self-report version of the Autonomous Functioning Checklist. Career Devel. of Except. Individ. 18: 3-20.
97. Wehmeyer, M. L., and Kelchner, K. (1995c). Whose Future Is It Anyway? A Student-Directed Transition Planning Process. Women's Educational Equity Act Publishing Center, Boston, MA.
98. Wehmeyer, M. L., and Kelchner, K. (1997). Perceptions of classroom environment, locus of control and academic attributions of adolescents with and without cognitive disabilities. Career Devel Except. Individs. 19: 15-30.
99. Wehmeyer, M. L., Kelchner, K., and Richards, S, (1995). Individual and environmental factors related to the self-determination of adults with mental retardation. J. Vocat. Rehab. 5: 291-305.
100. Wehmeyer, M. L., Kelchner, K., and Richards, S. (1996). Essential characteristics of self-determined behaviors of adults with mental retardation and developmental disabilities. Am. J. Ment. Retard. 100: 632-642.
101. Wehmeyer, M. L., and Lawrence, M. (1995). Whose future is it anyway? Promoting student involvement in transition planning. Career Devel. Except. Individ. 18: 69-83.
102. Wehmeyer, M. L., and Metzler, C.A. (1995). How self-determined are people with mental retardation? The National Consumer Survey. Ment. Retard. 33: 111-119.
103. Wehmeyer, M. L., and Schwartz, M. (1997). Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation or learning disabilities. Exceptional Children, 63: 245-255.
104. Wehmeyer, M. L., and Schwartz, M. (In press). The relationship between self-determination and quality of life for adults with mental retardation.
105. Wheeler, D. (1991). Metaphors for effective thinking. In Baron, J., and Brown, R. (eds.), Teaching Decision Making to Adolescents, Erlbaum, Hillsdale, NJ, pp. 309-327.
106. West, M. D., and Parent, W. S. (1992). Consumer choice and empowerment in supported employment services: Issues and strategies. J. Assoc. Pers. Sev. Hand. 17: 47-52.
107. Whitman, T. L. (1990). Self-regulation and mental retardation. Am. J. Ment. Retard. 94: 347-362.
108. Zimmerman, M. A. (1990). Toward a theory of learned hopefulness: A structural model analysis of participation and empowerment. J. Res. Personal. 24: 71-86.