A social-ecological analysis of the self-determination literature

Intellectual and Developmental Disabilities

Volumn 51, Issue 6, 2013, Pages 496-511

  Shogren, Karrie A ^a  

^a UNIVERSITY OF KANSAS   (United States)

Author keywords

Context; Self determination; Social ecological model

Indexed keywords

DEVELOPMENTAL DISORDER; DISABLED PERSON; HUMAN; INTELLECTUAL IMPAIRMENT; PERSONAL AUTONOMY; PSYCHOLOGY;

DEVELOPMENTAL DISABILITIES; DISABLED PERSONS; HUMANS; INTELLECTUAL DISABILITY; PERSONAL AUTONOMY;

EID: 84893167631     PISSN: 19349491     EISSN: 19349556     Source Type: Journal    
DOI: 10.1352/1934-9556-51.6.496     Document Type: Article

References (76)

1. Abery, B. H., Eggebeen, A., Rudrud, L., Arndt, K., Tetu, L., Barosko, J., Peterson, K. (1994). Self-determination for youth with disabilities: A family education curriculum. Minneapolis, MN: Institute on Community Integration, University of Minnesota.
2. Agran, M., Hong, S., & Blankenship, K. (2007). Promoting the self-determination of students with visual impairments: Reducing the gap between knowledge and practice. Journal of Visual Impairment and Blindness, 101, 453-464.
3. Agran, M., Storey, K., & Krupp, M. (2010). Choosing and choice making are not the same: Asking "what do you want for lunch?" is not self-determination. Journal of Vocational Rehabilitation, 33(2), 77-88.
4. Balcazar, F. E., Taylor-Ritzler, T., Dimpfl, S., Portillo-Peña, N., Guzman, A., Schiff, R., & Murvay, M. (2012). Improving the transition outcomes of low-income minority youth with disabilities. Exceptionality, 20, 114-132. doi: 10.1080/09362835.2012.670599
5. Branding, D., Bates, P., & Miner, C. (2009). Perceptions of self-determination by special education and rehabilitation practitioners based on viewing a self-directed IEP versus an external-directed IEP meeting. Research in Developmental Disabilities, 30(4), 755-762. doi: 10.1016/j.ridd.2008.10.006
6. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
7. Bronfenbrenner, U. (Ed.). (2005). Making human beings human: Bioecological perspectives on human development. Thousand Oaks, CA: Sage.
8. Caldwell, J. (2006). Consumer-directed supports: Economic, health, and social outcomes for families. Mental Retardation, 44, 405-417.
9. Carter, E. W., Lane, K. L., Cooney, M., Weir, K., Moss, C. K., & Machalicek, W. (2011). Parent assessments of self-determination importance and performance for students with autism or intellectual disability. American Journal on Intellectual and Developmental Disabilities, 116(1), 16-31.
10. Carter, E. W., Lane, K. L., Pierson, M. R., & Glaeser, B. (2006). Self-determination skills and opportunities of transition-age youth with emotional disturbance and learning disabilities. Exceptional Children, 72, 333-346.
11. Carter, E. W., Owens, L., Trainor, A., Sun, Y., & Swedeen, B. (2009). Self-determination skills and opportunities of adolescents with severe intellectual and developmental disabilities. American Journal on Intellectual and Developmental Disabilities, 114(3), 179-192.
12. Carter, E. W., Trainor, A. A., Cakiroglu, O., Cole, O., Swedeen, B., Ditchman, N., & Owens, L. (2009). Exploring school-employer partnerships to expand career development and early work experiences for youth with disabilities. Career Development for Exceptional Individuals, 32(3), 145-159.
13. Carter, E. W., Trainor, A., Owens, L., Sweden, B., & Sun, Y. (2010). Self-determination prospects of youth with high-incidence disabilities: Divergent perspectives and related factors. Journal of Emotional and Behavioral Disorders, 18, 67-81. doi: 10.1177/1063426609332605
14. Cook, B. G., & Odom, S. (2013). Evidence-based practices and implementation science in special education. Exceptional Children, 79, 135-144.
15. Dattilo, J., & Rusch, F. (2012). Teaching problem solving to promote self-determined leisure engagement. Therapeutic Recreation Journal, 46, 91-105.
16. Eisenman, L. T., & Chamberlin, M. (2001). Implementing self-determination activities: Lessons from schools. Remedial and Special Education, 22, 138-147.
17. Erwin, E. J., Brotherson, M. J., Palmer, S. B., Cook, C. C., Weigel, C. J., & Summers, J. A. (2009). How to promote self-determination for young children with disabilities: Evidence-based strategies for early childhood practitioners and families. Young Exceptional Children, 12(27-37).
18. Erwin, E. J., & Brown, F. (2000). Variables that contribute to self-determination in early childhood. The Association for Persons with Severe Handicaps Newsletter, 26, 8-10.
19. Field, S., & Hoffman, A. (1999). The importance of family involvement for promoting selfdetermination in adolescents with autism and other developmental disabilities. Focus on Autism and Other Developmental Disabilities, 14(1), 36-41.
20. Gilberts, G. H., Agran, M., Hughes, C., & Wehmeyer, M. L. (2001). The effects of peer delivered self-monitoring strategies on the participation of students with severe disabilities in general education classrooms. Journal of the Association for Persons with Severe Handicaps, 26(1), 25-36.
21. Heller, T., & Caldwell, J. (2005). Impact of a consumer-directed family support program on reduced out-of-home institutional placement. Journal of Policy and Practice in Intellectual Disabilities, 2, 63-65.
22. Hughes, C., & Carter, E. W. (2012). The new transition handbook. Baltimore, MD: Brookes.
23. Hughes, C., Rung, L. L., Wehmeyer, M. L., Agran, M., Copeland, S. R., & Hwang, B. (2000). Self-prompted communication book use to increase social interaction among high school students. Journal of the Association for Persons with Severe Handicaps, 25(3), 153-166.
24. Irvine, A., & Lupart, J. (2008). Into the workplace: Employers' perspectives of inclusion. Developmental Disability Bulletin, 36, 225-250.
25. Leake, D., & Boone, R. (2007). Multicultural perspectives on self-determination from youth, parent, and teacher focus groups. Career Development for Exceptional Individuals, 30, 104-115.
26. Lee, S. H., Palmer, S. B., Turnbull, A. P., & Wehmeyer, M. L. (2006). A model for parentteacher collaboration to promote self-determination in young children with disabilities. Teaching Exceptional Children, 38, 36-41.
27. Lee, S. H., Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., & Little, T. D. (2008). Selfdetermination and access to the general education curriculum. The Journal of Special Education, 42(2), 91-107.
28. Lee, Y., Wehmeyer, M. L., Palmer, S. B., Williams-Diehm, K., Davies, D. K., & Stock, S. E. (2012). Examining individual and instructionrelated predictors of the self-determination of students with disabilities: Multiple regression analyses. Remedial and Special Education, 33, 150-161. doi: 10.1177/0741932510392053
29. Mason, C., Field, S., & Sawilowsky, S. (2004). Implementation of self-determination activities and student participation in IEPs. Exceptional Children, 70, 441-451.
30. Meyer, L. H., Park, H., Grenot-Scheyer, M., Schwartz, I., & Harry, B. (1998). Participatory research: New approaches to the research to practice dilemma. Journal of the Association for Persons with Severe Handicaps, 23, 165-177.
31. Noonan, P. M., Morningstar, M. E., & Erickson, A. G. (2008). Improving interagency collaboration: Effective strategies used by high-performing local districts and communities. Career Development for Exceptional Individuals, 31(3), 132-143.
32. Nota, L., Ferrari, L., Soresi, S., & Wehmeyer, M. (2007). Self-determination, social abilities and the quality of life of people with intellectual disability. Journal of Intellectual Disability Research, 51, 850-865. doi: 10.1111/j.1365-2788.2006.00939.x
33. O'Keeffe, J., Larson, T., Alakeson, V., Sutkaitis, A., Bezanson, L., Applebaum, R., Simon-Rusinowitz, L. (2009). Developing and implementing self-direction programs and policies: A handbook. Princeton, NJ: Robert Wood Johnson Foundation.
34. Sailor, W. (2009). Making RtI work: How smart schools are reforming education through schoolwide response-to-intervention models. San Francisco, CA: Jossey-Bass.
35. Sailor, W., Dunlop, G., Sugai, G., & Horner, R. (2009). Handbook of positive behavior support. New York, NY: Springer Publishing Co.
36. Schalock, R. L., Borthwick-Duffy, S., Bradley, V., Buntix, W. H. E., Coulter, D. L., Craig, E. P. M., Yeager, M. H. (2010). Intellectual disability: Definition, classification, and systems of support (11th ed.). Washington, DC: American Association on Intellectual and Developmental Disabilities.
37. Schalock, R. L., Gardner, J. F., & Bradley, V. J. (2007). Quality of life for people with intellectual and other developmental disabilities: Applications across individuals, organizations, communities and systems. Washington, DC: American Association on Intellectual and Developmental Disabilities.
38. Shogren, K. A. (2011). Culture and self-determination: A synthesis of the literature and directions for future research and practice. Career Development for Exceptional Individuals, 34, 115-127. doi: 10.1177/0885728811398271
39. Shogren, K. A. (2012). Hispanic mothers' perceptions of self-determination. Research and Practice for Persons with Severe Disabilities, 37, 170-184.
40. Shogren, K. A., Bradley, V., Gomez, S. C., Yeager, M. H., Schalock, R. L., Wehmeyer, M. L. (2009). Public policy and the enhancement of desired outcomes for persons with intellectual disability. Intellectual and Developmental Disabilities, 47(4), 307-319.
41. Shogren, K. A., Kennedy, W., Dowsett, C., Garnier Villarreal, M., & Little, T. D. (in press). Exploring essential characteristics of self-determination for diverse students using data from NLTS2. Career Development and Transition for Exceptional Individuals.
42. Shogren, K. A., Kennedy, W., Dowsett, C., & Little, T. D. (in press). Autonomy, psychological empowerment, and self-realization: Exploring data on self-determination from NLTS2. Exceptional Children.
43. Shogren, K. A., Lopez, S. J., Wehmeyer, M. L., Little, T. D., & Pressgrove, C. L. (2006). The role of positive psychology constructs in predicting life satisfaction in adolescents with and without cognitive disabilities: An exploratory study. The Journal of Positive Psychology, 1, 37-52.
44. Shogren, K. A., Luckasson, R., & Schalock, R. L. (in press). The definition of context and its application in the field of intellectual disability. Journal of Policy and Practice in Intellectual Disabilities.
45. Shogren, K. A., Palmer, S. B., Wehmeyer, M. L., Williams-Diehm, K., & Little, T. D. (2012). Effect of intervention with the Self-Determined Learning Model of Instruction on access and goal attainment. Remedial and Special Education, 33, 320-330. doi: 10.1177/0741932511410072
46. Shogren, K. A., & Turnbull, A. P. (2006). Promoting self-determination in young children with disabilities: The critical role of families. Infants and Young Children, 19, 338-352.
47. Shogren, K. A., & Turnbull, H. R. (2010). Public policy and outcomes for persons with intellectual disability: Extending and expanding the public policy framework of the 11th edition of Intellectual Disability: Definition, classification, and systems of support. Intellectual and Developmental Disabilities, 48, 387-392.
48. Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., & Paek, Y. (in press). Exploring personal and school environment characteristics that predict self-determination. Exceptionality.
49. Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Rifenbark, G. G., & Little, T. D. (in press). Relationships between self-determination and postschool outcomes for youth with disabilities. Journal of Special Education.
50. Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., Little, T. D., Garner, N., & Lawrence, M. (2007). Examining individual and ecological predictors of the self-determination of students with disabilities. Exceptional Children, 73, 488-509.
51. Siperstein, G. N., Pociask, S. E., & Collins, M. A. (2010). Sticks, stones, and stigma: A study of students' use of the derogatory term "retard." Intellectual and Developmental Disabilities, 48(2), 126-134.
52. Snell, M. E. (2003). Applying research to practice: The more pervasive problem? Research and Practice for Persons with Severe Disabilities, 28(3), 143-147.
53. Stancliffe, R. J. (2001). Living with support in the community: Predictors of choice and selfdetermination. Mental Retardation and Developmental Disabilities Research Reviews, 7, 91-98. doi: 10.1002/mrdd.1013
54. Stancliffe, R. J., Abery, B. H., & Smith, J. (2000). Personal control and the ecology of community living settings: Beyond living-unit size and type. American Journal on Mental Retardation, 105(6), 431-454.
55. Stowe, M. J., & Turnbull, H. R. (2001). Tools for analyzing policy "on the books" and policy "on the streets." Journal of Disability Policy Studies, 12(3), 206.
56. Thoma, C. A., Baker, S. R., & Saddler, S. J. (2002). Self-determination in teacher education: A model to facilitate transition planning for students with disabilities [Special issue]. Remedial and Special Education, 23(2), 82-89. doi: 10.1177/074193250202300204
57. Thompson, J. R., Bradley, V., Buntinx, W. H. E., Schalock, R. L., Shogren, K. A., Snell, M. E., Yeager, M. H. (2009). Conceptualizing supports and the support needs of people with intellectual disability. Intellectual and Developmental Disabilities, 47(2), 135-146.
58. Trainor, A. (2005). Self-determination perceptions and behaviors of diverse students with LD during the transition planning process. Journal of Learning Disabilities, 38, 233-248.
59. Trainor, A., Lindstrom, L., Simon-Burroughs, M., Martin, J. E., & Sorrells, A. M. (2008). From marginalized to maximized opportunities for diverse youths with disabilities: A position paper of the Division on Career Development and Transition. Career Development for Exceptional Individuals, 31, 56-64.
60. Turnbull, A. P., Turnbull, H. R., Erwin, E. E., Soodak, L. C., & Shogren, K. A. (2010). Families, professionals, and exceptionality: Positive outcomes through partnership and trust (6th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
61. Walker, H. M., Calkins, C., Wehmeyer, M. L., Walker, L., Bacon, A., Palmer, S. B., Johnson, D. R. (2011). A social-ecological approach to promote self-determination. Exceptionality, 19, 6-18. doi: 10.1080/09362835. 2011.537220
62. Wehman, P. (2012). Life beyond the classroom: Transition strategies for young people with disabilities (5th ed.). Baltimore, MD: Paul H. Brookes Publishing Co.
63. Wehmeyer, M. L., Abery, B. H., Zhang, D., Ward, K., Willis, D., Hossain, W. A., Walker, H. M. (2011). Personal self-determination and moderating variables that impact efforts to promote self-determination. Exceptionality, 19, 19-30. doi: 10.1080/09362835.2011.537225
64. Wehmeyer, M. L., Agran, M., & Hughes, C. (2000). A national survey of teachers' promotion of selfdetermination and student-directed learning. Journal of Special Education, 34, 58-68.
65. Wehmeyer, M. L., & Bolding, N. (1999). Selfdetermination across living and working environments: A matched-samples study of adults with mental retardation. Mental Retardation, 37(5), 353-363.
66. Wehmeyer, M. L., & Bolding, N. (2001). Enhanced self-determination of adults with intellectual disability as an outcome of moving to community-based work or living environments. Journal of Intellectual Disability Research, 45(5), 371-383.
67. Wehmeyer, M. L., Palmer, S. B., Agran, M., Mithaug, D. E., & Martin, J. E. (2000). Promoting causal agency: The Self-Determined Learning Model of Instruction. Exceptional Children, 66, 439-453.
68. Wehmeyer, M. L., Palmer, S. B., Lee, Y., Williams-Diehm, K., & Shogren, K. (2011). A randomized-trial evaluation of the effect of Whose Future is it Anyway? on self-determination. Career Development for Exceptional Individuals, 34, 45-56. doi: 10.1177/0885728810383559
69. Wehmeyer, M. L., Palmer, S. B., Shogren, K. A., Williams-Diehm, K., & Soukup, J. (2013). Establishing a causal relationship between interventions to promote self-determination and enhanced student self-determination. Journal of Special Education, 46, 195-210. doi: 10.1177/0022466910392377
70. Wehmeyer, M. L., Shogren, K. A., Palmer, S. B., Williams-Diehm, K., Little, T. D., & Boulton, A. (2012). Impact of the Self-Determined Learning Model of Instruction on student self-determination: A randomized-trial placebo control group study. Exceptional Children, 78, 135-153.
71. Wehmeyer, M. L., Shogren, K. A., Zager, D., Smith, T. E. C., & Simpson, R. (2010). Research-based principles and practices for educating students with autism: Self-determination and social interactions. Education and Training in Autism and Developmental Disabilities, 45, 475-486.
72. World Health Organization. (2001). International classification of functioning, disability, and health. Geneva, Switzerland: Author.
73. World Health Organization. (2007). International classification of functioning, disability and health: Children and youth version. Geneva: Author.
74. World Health Organization. (2011). World report on disability. Geneva, Switzerland: Author.
75. Zhang, D. (2001). Self-determination and inclusion: Are students with mild mental retardation more self-determined in regular classrooms? Education and Training in Mental Retardation and Developmental Disabilities, 36, 357-362.
76. Zhang, D. (2005). Parent practices in facilitating self-determination skills: The influences of culture, socioeconomic status, and children's special education status. Research and Practice for Persons with Severe Disabilities, 30, 154-162.