Evaluating the Differential Impact of Interventions to Promote Self-Determination and Goal Attainment for Transition-Age Youth with Intellectual Disability

Autor/inn/en	Shogren, Karrie A.; Burke, Kathryn M.; Anderson, Mark H.; Antosh, Anthony A.; Wehmeyer, Michael L.; LaPlante, Terri; Shaw, Leslie A.
Titel	Evaluating the Differential Impact of Interventions to Promote Self-Determination and Goal Attainment for Transition-Age Youth with Intellectual Disability
Quelle	In: Research and Practice for Persons with Severe Disabilities, 43 (2018) 3, S.165-180 (16 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/1540796918779775
Schlagwörter	Program Evaluation; Program Implementation; Intervention; Self Determination; Goal Orientation; Elementary School Students; Secondary School Students; Intellectual Disability; Transitional Programs; Outcomes of Education; Supported Employment; Late Adolescents; Rhode Island; Goal Attainment Scale + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Selbstbestimmung; Zielorientierung; Zielvorstellung; Sekundarschüler; Intellect; Disability; Disabilities; Verstand; Behinderung; Lernleistung; Schulerfolg; Arbeitsförderungsmaßnahme; Halbstarker
Abstract	This study examined the differential impact of implementing the "Self-Determined Learning Model of Instruction" (SDLMI) alone with implementing the SDLMI combined with "Whose Future Is It?" with transition aged students with intellectual disability in a cluster randomized trial in the state of Rhode Island. The state of Rhode Island is implementing systemic change in transition services and supports under the auspices of a Consent Decree entered into by the state with the U.S. Department of Justice. One area of focus is promoting self-determination during transition planning in the school context as a means to affect employment trajectories. This study focused on the impact of self-determination instruction on self-determination outcomes while youth were still in school, given research establishing a relationship between self-determination and employment outcomes. Latent mediation models suggested that students in the SDLMI-only group reported significant increases in their self-determination scores from baseline to the end of the year, and teachers of students in the SDLMI-only group saw students' goal attainment as predicting change in self-determination over the course of the year. Teachers reported significant changes in student self-determination in the SDLMI + "Whose Future Is It?" group. Implications for individualizing interventions to teach skills associated with self-determination in the context of planning and setting goals for the transition to integrated employment are discussed. [For the corresponding grantee submission, see ED585934.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01