Establishing a Causal Relationship between Intervention to Promote Self-Determination and Enhanced Student Self-Determination

Autor/inn/en	Wehmeyer, Michael L.; Palmer, Susan B.; Shogren, Karrie; Williams-Diehm, Kendra; Soukup, Jane H.
Titel	Establishing a Causal Relationship between Intervention to Promote Self-Determination and Enhanced Student Self-Determination
Quelle	In: Journal of Special Education, 46 (2013) 4, S.195-210 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466910392377
Schlagwörter	Learning Disabilities; Intervention; Control Groups; Best Practices; Mental Retardation; Self Determination; Adolescents; High School Students; Special Education; Behavior Disorders; Youth; School Districts; Evaluation; Arkansas; Missouri; Nebraska; Oklahoma; Texas + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Geistige Behinderung; Selbstbestimmung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Special needs education; Sonderpädagogik; Sonderschulwesen; School district; Schulbezirk; Evaluierung
Abstract	Promoting the self-determination of adolescents with disabilities has become best practice in secondary education and transition services, but to date there have been no studies establishing a causal relationship between efforts to promote self-determination and enhancement of the self-determination of youth with disabilities. This article reports a randomized trial placebo control group study of 371 high school students receiving special education services under the categorical areas of mental retardation or learning disabilities. Students were randomly assigned to an intervention or control group (by high school campus), with students in the intervention condition receiving multiple instructional components to promote self-determination. Latent growth curve analysis showed that although all students in the study showed improved self-determination over the 3 years of the study, students in the intervention group showed significantly greater growth, though specific intraindividual variables affected this growth. Implications for research and intervention are discussed. (Contains 5 tables and 2 figures.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10