Self-Determination among Transition-Age Youth with Autism or Intellectual Disability: Parent Perspectives

Autor/inn/en	Carter, Erik W.; Lane, Kathleen Lynne; Cooney, Molly; Weir, Katherine; Moss, Colleen K.; Machalicek, Wendy
Titel	Self-Determination among Transition-Age Youth with Autism or Intellectual Disability: Parent Perspectives
Quelle	In: Research and Practice for Persons with Severe Disabilities, 38 (2013) 3, S.129-138 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
Schlagwörter	Self Determination; Autism; Mental Retardation; Parents; Parent Attitudes; Young Adults; Pervasive Developmental Disorders; Severe Disabilities; Effect Size; Regression (Statistics); Severity (of Disability); Educational Legislation; Federal Legislation; Demography; Decision Making; Problem Solving; Goal Orientation; Self Advocacy; Self Control; Self Concept; Rating Scales; Predictor Variables + Suchen Sie Ihr Suchwort? Selbstbestimmung; Autismus; Geistige Behinderung; Eltern; Elternverhalten; Young adult; Junger Erwachsener; Severe disability; Schwerbehinderung; Regression; Regressionsanalyse; Schweregrad; Bildungsrecht; Schulgesetz; Bundesrecht; Demografie; Decision-making; Entscheidungsfindung; Problemlösen; Zielorientierung; Zielvorstellung; Selbstbehauptung; Selbstbeherrschung; Selbstkonzept; Rating-Skala; Prädiktor
Abstract	This study examined 68 parents' views of the self-determination skills and capacities of their young adult children with autism spectrum disorders and intellectual disability (ages 19-21 years). Results indicated parents placed a high value on the importance of all seven component skills (i.e., choice-making skills, decision-making skills, goal-setting skills, problem-solving skills, self-advocacy and leadership skills, self-awareness and self-knowledge, and self-management and self-regulation skills) associated with enhanced self-determination. Yet, parents indicated their young adult children did not often perform these skills well. Effect sizes suggested high-magnitude differences between parents' ratings of the importance and their child's performance for each self-determination skill evaluated. Furthermore, regression analyses indicated parents' perceptions of the severity of their child's disability accounted for a significant portion of the variance in the overall ratings of their child's performance of these seven skills (26%) and overall self-determination capacity (27%). Parents who described their children's disabilities as being less severe rated their children as having higher performance levels on both measures of self-determination. Educational implications are presented along with recommendations for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10