Literaturnachweis - Detailanzeige
| Autor/inn/en | Shogren, Karrie A.; Burke, Kathryn M.; Anderson, Mark H.; Antosh, A. Anthony; 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 | (2018), (37 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| 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 |
| 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 impact 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. [This is the in press version of an article published in "Research and Practice for Persons with Severe Disabilities."] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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