Self-determination interventions: Building a foundation for school completion

Remedial and Special Education

Volumn 28, Issue 1, 2007, Pages 2-8

  Eisenman, Laura T ^a  

^a UNIVERSITY OF DELAWARE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33847752613     PISSN: 07419325     EISSN: None     Source Type: Journal    
DOI: 10.1177/07419325070280010101     Document Type: Article

References (52)

1. Algozzine, B., Browder, D., Karvonen, M., Test, D., & Wood, W. (2001). Effects of interventions to promote self-determination for individuals with disabilities. Review of Educational Research, 71, 219-277.
2. Benz, M., Lindstrom, L., & Yovanoff, P. (2000). Improving graduation and employment outcomes of students with disabilities: Predictive factors and student perspectives. Exceptional Children, 66, 509-529.
3. Bounds, M., & Gould, A. (2000). Reasons students with disabilities drop out. Journal for Vocational Special Needs Education, 23, 3-9.
4. Browder, D., Wood, W., Test, D., Karvonen, M., & Algozzine, B. (2001). Reviewing resources on self-determination: A map for teachers. Remedial and Special Education, 22, 233-244.
5. Cameto, R. (2005, October). How are we preparing youth with disabilities for the transition to early adulthood? Findings from the National Longitudinal Transition Study-2. Albuquerque, NM: National Center on Secondary Education and Transition, Capacity Building Institute.
6. Christenson, S., Sinclair, M., Lehr, C., & Godber, Y. (2001). Promoting successful school completion: Critical conceptual and methodological guidelines. School Psychology Quarterly, 16, 468-484.
7. Deci, E., Vallerand, R., Pelletier, L., & Ryan, R. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325-346.
8. Doll, B., & Hess, R. (2001). Through a new lens: Contemporary psychological perspectives on school completion and dropping out. School Psychology Quarterly, 16, 351-356.
9. Dunn, C., Chambers, D., & Rabren, K. (2004). Variables affecting students' decisions to drop out of school. Remedial and Special Education, 25, 314-323.
10. Ellis, E. (1998). Watering up the curriculum for adolescents with learning disabilities-Part 2. Remedial and Special Education, 19, 91-105.
11. Field, S., & Hoffman, A. (1996). Steps to self-determination. Reston, VA: Council for Exceptional Children.
12. Field, S., Martin, J., Miller, R., Ward, M., & Wehmeyer, M. (1998). A practical guide for teaching self-determination. Reston, VA: Council for Exceptional Children.
13. Finn, J. (1993). School engagement and students at risk (NCES 93470). Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved June 6, 2006 from http://nces.ed.gov/pubs93/ 93470.pdf
14. Gerber, P., Ginsberg, R., & Reiff, H. (1992). Identifying alterable patterns in employment success for highly successful adults with learning disabilities. Journal of Learning Disabilities, 25, 475-487.
15. Hardre, P., & Reeve, J. (2003). A motivational model of rural students' intentions to persist in, versus drop out of, high school. Journal of Educational Psychology, 92, 347-356.
16. Individuals with Disabilities Education Improvement Act of 2004, 20 U.S.C. § 1400 et seq. (2004)(reauthorization of the Individuals with Disabilities Education Act of 1990)
17. Janosz, M., LeBlanc, M., Boulerice, B., & Tremblay, R. (2000). Predicting different types of school dropouts: A typological approach with two longitudinal samples. Journal of Educational Psychology, 92, 171-190.
18. Kalyanpur, M., & Harry, B. (1999). Culture in special education: Building reciprocal family-professional relationships. Baltimore: Brookes.
19. Kortering, L., & Braziel, P. (1999). School dropout from the perspective of former students. Remedial and Special Education, 20, 78-83.
20. Kortering, L., Braziel, P., & Tompkins, J. (2002). The challenge of school completion among youth with behavior disorders: Another side of the story. Behavioral Disorders, 27, 142-154.
21. La Guardia, J., & Ryan, R. (2002). What adolescents need. In F. Pajares & T. Urdan (Eds.), Academic motivation of adolescents (pp. 193-219). Greenwich, CT: Information Age.
22. Lan, W., & Lanthier, R. (2003). Changes in students' academic performance and perceptions of school and self before dropping out. Journal of Education for Students Placed at Risk, 8, 309-332.
23. Uhr, C., Hansen, A., Sinclair, M., & Christenson, S. (2003). Moving beyond dropout towards school completion: An integrative review of data-based interventions. School Psychology Review, 32, 342-364.
24. Lehr, C., Johnson, D., Bremer, C., Cosio, A., & Thompson, M. (2004, May). Increasing rates of school completion: Moving from policy to practice. Minneapolis: University of Minnesota, National Center on Secondary Education and Transition. Retrieved June 6, 2006, from http://www.ncset.org/ publications/essentialtools/dropout/dropout.pdf
25. Lichtenstein, S. (1993). Transition from school to adulthood: Case studies of adults with learning disabilities who dropped out of school. Exceptional Children, 59, 336-347.
26. Martin, J., Mithaug, D., Cox, P., Peterson, L., Van Dycke, J., & Cash, M. (2003). Increasing self-determination: Teaching students to plan, work, evaluate, and adjust. Exceptional Children, 69, 431-447.
27. McPartland, J. (1994). Dropout prevention in theory and practice. In R. Rossi (Ed.), Schools and students at risk: Context and framework for positive change (pp. 255-276). New York: Teachers College Press.
28. National Council on Disability. (2004, May). Improving educational outcomes for students with disabilities. Retrieved June 6, 2006, from http://www.ncd.gov/newsroom/publications/2004/educationoutcomes.htm
29. Palmer, S., Wehmeyer, M., Gipson, K., & Agran, M. (2004). Promoting access to the general curriculum by teaching self-determination skills. Exceptional Children, 70, 421-439.
30. Powers, L., Turner, A., Westwood, D., Matuszewski, J., Wilson, R., & Phillips, A. (2001). TAKE CHARGE for the future: A controlled field-test of a model to promote student involvement in transition planning. Career Development for Exceptional Individuals, 24, 89-104.
31. Prevail, F., & Kelly, F. (2003). Dropping out of school: A review of intervention programs. Journal of School Psychology, 41, 377-395.
32. Reeve, J., Nix, G., & Hamni, D. (2003). Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95, 375-392.
33. Rossi, R. (1995). Evaluation of projects funded by the School Dropout Demonstration Assistance Program. Final evaluation report. Vol. I: Findings and recommendations. Palo Alto, CA: American Institutes for Research.
34. Scanlon, D., & Mellard, D. (2001). Academic and participation profiles of school-age dropouts with and without disabilities. Exceptional Children, 68, 239-258.
35. Sinclair, M., Christenson, S., Evelo, D., & Hurley, C. (1998). Dropout prevention for youth with disabilities: Efficacy of a sustained school engagement procedure. Exceptional Children, 65, 7-21.
36. Snyder, E., & Shapiro, E. (1997). Teaching students with emotional/behavioral disorders the skills to participate in the development of their own IEPs. Behavioral Disorders, 22, 246-259.
37. Taylor-Ritzler, T., Balcazar, F., Keys, C., Hayes, E., Garate-Serafini, T., & Espino, S. (2001). Promoting attainment of transition-related goals among low-income ethnic minority students with disabilities. Career Development for Exceptional Individuals, 24, 147-167.
38. Test, D., Mason, C., Hughes, C., Konrad, M., Neale, M., & Wood, W. (2004). Student involvement in individualized education program meetings. Exceptional Children, 70, 391-412.
39. Trainor, A. (2005). Self-determination perceptions and behaviors of diverse students with LD during the transition planning process. Journal of Learning Disabilities, 38, 233-249.
40. Tumbull, A., & Turnbull, H. R. (1996). Self-determination within a culturally responsive family systems perspective: Balancing the family mobile. In L. Powers, G. Singer, & J. Sowers (Eds.), On the road to autonomy: Promoting self-competence in children and youth with disabilities (pp. 195-220). Baltimore: Brookes.
41. Vallerand, R., Fortier, M., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72, 1161-1176.
42. Wehmeyer, M., Agran, M., & Hughes, C. (1998). Teaching self-determination to students with disabilities. Baltimore: Brookes.
43. Wehmeyer, M. L., Agran, M., Palmer, S. B., & Mithaug, D. (1999). A teacher's guide to implementing the Self-Determined Learning Model of Instruction: Adolescent Version. Lawrence: University of Kansas, Schiefelbusch Institute for Life Span Studies, Beach Center on Families and Disability, Self-Determination Projects.
44. Wehmeyer, M., & Kelchner, K. (1996). Perceptions of classroom environment, locus of control, and academic attributions of adolescents with and without disabilities. Career Development of Exceptional Individuals, 19, 15-29.
45. Wehmeyer, M., & Metzler, C. (1995). How self-determined are people with mental retardation? The National Consumer Survey. Mental Retardation, 33, 111-119.
46. Wehmeyer, M., & Palmer, S. (2003). Adult outcomes for students with cognitive disabilities three years after high school: The impact of self-determination. Education and Training in Developmental Disabilities, 38, 131-144.
47. Wehmeyer, M., Palmer, S., Agran, M., Mithaug, D., & Martin, J. (2000). Promoting causal agency: The self-determined learning model of instruction. Exceptional Children, 66, 439-453.
48. Wehmeyer, M., & 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.
49. Wehmeyer, M., & Schwartz, M. (1998). The relationship between self-determination and quality of life for adults with mental retardation. Education and Training of the Mentally Retarded, 33, 3-12.
50. Wiest, D., Wong, E., Cervantes, J., Craik, L., & Kreil, D. (2001). Intrinsic motivation among regular, special, and alternative education high school students. Adolescence, 36, 111-126.
51. Zhang, D. (2001). The effect of Next S.T.E.P. instruction on the self-determination skills of high school students with learning disabilities. Career Development for Exceptional Individuals, 24, 121-131.
52. Zimmerman, B. (2002). Achieving self-regulation: The trial and triumph of adolescence. In F. Pajares & T. Urdan (Eds.), Academic motivation of adolescents (pp. 1-27). Greenwich, CT: Information Age.