College-Based Transition Services' Impact on Self-Determination for Youth With Intellectual and Developmental Disabilities

2021 ◽  
Vol 59 (4) ◽  
pp. 269-282
Author(s):  
Rebecca S. Schillaci ◽  
Caroline E. Parker ◽  
Meg Grigal ◽  
Maria Paiewonsky
Keyword(s):  
Developmental Disabilities ◽  
College Transition ◽  
Transition Services ◽  
Self Determination ◽  
Intellectual And Developmental Disabilities ◽  
College Courses ◽  
University Campus ◽  
Alternative Approach ◽  
Post Test ◽  
Quasi Experimental

Abstract Most youth in transition services with labels of intellectual and developmental disabilities (IDD) have poorer employment outcomes than their peers with other or without disabilities. One alternative approach to address this challenge provides youth with IDD access to transition services in the context of a college or university campus. College-based transition services (CBTS) provide students with IDD access to college courses, internships, and employment during their final 2 to 3 years of secondary education. A quasi-experimental design evaluation of one college-based transition services model, Think College Transition, found that, after controlling for student baseline scores, the college-based transition services had a significant effect on students' scores of self-determination at post-test. Implications for further refining the model are discussed.

Family Role in the Development of Self-Determination for Youth With Intellectual and Developmental Disabilities: A Scoping Review

2021 ◽  
Vol 59 (4) ◽  
pp. 315-334
Author(s):  
Evan E. Dean ◽  
Anne V. Kirby ◽  
Mayumi Hagiwara ◽  
Karrie A. Shogren ◽  
Deniz Tekin Ersan ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Scoping Review ◽  
Self Determination ◽  
Future Research ◽  
Knowledge Gap ◽  
Intellectual And Developmental Disabilities ◽  
Family Role ◽  
Research And Practice ◽  
Family Perspectives ◽  
Home Context

Abstract The development of self-determination is promoted by supportive contexts during adolescence; families are a key part of this context. In adolescent populations, research suggests families can support self-determination in a number of ways, yet less is known about how self-determination is promoted within families of youth with intellectual and developmental disabilities (IDD). To address this knowledge gap, we conducted a scoping review to examine the existing evidence pertaining to the role families of youth with IDD play in supporting the development of self-determination. A review of 24 publications revealed that existing research has focused on understanding family perspectives on self-determination, but there is a lack of studies investigating how families provide supports for self-determination in the home context for youth with IDD. Additionally, little intervention work has focused on supporting families to promote self-determination. Based on the findings, implications for future research and practice are provided.

Self-Determination and Choice

2013 ◽  
Vol 51 (5) ◽  
pp. 399-411 ◽  
Author(s):  
Michael L. Wehmeyer ◽  
Brian H. Abery
Keyword(s):  
Developmental Disabilities ◽  
Research And Development ◽  
Best Practice ◽  
Self Determination ◽  
Intellectual And Developmental Disabilities ◽  
The Past

Abstract Promoting self-determination and choice opportunities for people with intellectual and developmental disabilities has become best practice in the field. This article reviews the research and development activities conducted by the authors over the past several decades and provides a synthesis of the knowledge in the field pertaining to efforts to promote self-determination and choice.

Recommendations of the Self-Determination and Self-Advocacy Strand From the National Goals 2015 Conference

Inclusion ◽  
2015 ◽  
Vol 3 (4) ◽  
pp. 205-210 ◽  
Author(s):  
Karrie A. Shogren ◽  
Brian Abery ◽  
Anthony Antosh ◽  
Ricky Broussard ◽  
Barbara Coppens ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
The Self ◽  
Self Determination ◽  
Intellectual And Developmental Disabilities ◽  
Policy And Practice ◽  
Self Advocacy ◽  
Collective Self ◽  
Research Initiatives

Abstract This article reports the recommendations of the Self-Determination and Self-Advocacy Strand from the National Goals 2015 conference. The recommendations provide direction on research goals to advance policy and practice related to self-advocacy and self-determination over the next 10 years. Seven recommendations and multiple subrecommendations were developed over a 2-day meeting by leaders in the field of intellectual and developmental disabilities. The recommended goals provide direction for research initiatives related to collective self-advocacy and personal self-determination. Implications for the field are discussed.

scholarly journals The Importance of Self-Determination to the Quality of Life of People with Intellectual Disability: A Perspective

2020 ◽  
Vol 17 (19) ◽  
pp. 7121
Author(s):  
Michael L. Wehmeyer
Keyword(s):  
Quality Of Life ◽  
Intellectual Disability ◽  
Developmental Disabilities ◽  
Self Determination ◽  
Intellectual And Developmental Disabilities ◽  
Theoretical Frameworks ◽  
The Core ◽  
Important Means

There is both an intuitive and theoretical link between self-determination and quality of life for people with intellectual and developmental disabilities. Theoretically, definitions of self-determination have framed the construct with regard to its contribution to a person’s overall quality of life, while theoretical frameworks of quality of life have included self-determination among the core dimensions contributing to enhanced quality of life. These theoretical linkages have been supported by research on the quality of life and self-determination of people with intellectual and developmental disabilities and the relationships between these constructs. This article provides an overview of theoretical frameworks of self-determination, their relationship with theoretical frameworks of quality of life, and research pertaining to these constructs with people with intellectual and developmental disabilities. It is concluded that self-determination and quality of life are important constructs in designing supports that enable people with intellectual and developmental disabilities and that an important means to enhance the quality of life of people with intellectual and developmental disabilities is to promote and enable people to be self-determined.

Self-Determination Skills and Opportunities of Adolescents With Severe Intellectual and Developmental Disabilities

2009 ◽  
Vol 114 (3) ◽  
pp. 179-192 ◽  
Author(s):  
Erik W. Carter ◽  
Laura Owens ◽  
Audrey A. Trainor ◽  
Ye Sun ◽  
Beth Swedeen
Keyword(s):  
Developmental Disabilities ◽  
Problem Behavior ◽  
Problem Behaviors ◽  
Social Skill ◽  
The Self ◽  
Self Determination ◽  
Intellectual And Developmental Disabilities ◽  
Behavior Ratings ◽  
Limited Knowledge ◽  
Teachers And Parents

Abstract We asked teachers and parents to assess the self-determination prospects of 135 youth with severe intellectual and developmental disabilities. Teachers typically reported that youth evidenced limited knowledge about self-determined behavior, ability to perform these behaviors, and confidence regarding the efficacy of their self-determination efforts. Parents and teachers diverged in their evaluations of the self-determination capacities of youth but agreed that opportunities to engage in self-determined behavior were available both at school and home. Although social skill and problem behavior ratings both were significant predictors of teachers' ratings of students' self-determination capacity, opportunities at school, opportunities at home, and problem behaviors were negatively correlated with ratings of students' self-determination capacities and opportunities.

Community Supports and COVID-19: Self-Determination in a Pandemic

2020 ◽  
Vol 58 (6) ◽  
pp. 453-457
Author(s):  
David A. Ervin ◽  
Donyale Hobson-Garcia
Keyword(s):  
Developmental Disabilities ◽  
General Population ◽  
Health Outcomes ◽  
Health Risks ◽  
Health And Safety ◽  
Self Determination ◽  
Intellectual And Developmental Disabilities ◽  
Community Based ◽  
The Impact ◽  
Community Supports

Abstract The coronavirus disease 2019 (COVID-19) is impacting people with intellectual and developmental disabilities (IDD) significantly. Early data on the impact of COVID-19 suggests that people with IDD are experiencing more severe health outcomes compared to the general population. In addition to their elevated health risks, people with IDD, like the rest of the population, are struggling with boredom, isolation, and loneliness as they shelter in place. As people with IDD seek a return to their jobs, friends and families, and the activities of their community, community-based provider organizations must strike a difficult balance between actions that are intended to protect the health and safety of people they support and actions that honor people's choices and encourage self-determination. Practical issues that community-based provider organizations must consider when striking the correct balance are discussed, and recommendations on ways to support people with IDD to make informed, self-determined choices during the pandemic are offered.

Self-Determination in Elementary Students: A Conversation With Dr. Michael L. Wehmeyer

2021 ◽  
pp. 105345122110329
Author(s):  
Todd F. Haydon ◽  
Angelica Masthay-Bermudez
Keyword(s):  
Higher Education ◽  
Developmental Disabilities ◽  
Elementary Students ◽  
Students With Disabilities ◽  
Doctoral Students ◽  
Goal Setting ◽  
State System ◽  
Self Determination ◽  
Intellectual And Developmental Disabilities ◽  
Federally Funded

Dr. Michael L. Wehmeyer has been recognized nationally and internationally for his research on intellectual and developmental disabilities and is well known as a leader on the concept of self-determination. His career has spanned experiences from the state system to higher education. He has been the recipient of several federally funded grants to support his research and to prepare doctoral students for leadership activities. He shared his reflections with Intervention in which he describes the benefit of teaching students with disabilities goal setting and the pursuit of those goals for a meaningful and purposeful life.

I'm Trying to Make Myself Happy: Black Students With Intellectual and Developmental Disabilities and Families on Promoting Self-Determination During Transition

Inclusion ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 170-188
Author(s):  
LaRon A. Scott ◽  
Colleen A. Thoma ◽  
Tonya Gokita ◽  
Lauren Bruno ◽  
Amber Brown Ruiz ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
Students With Disabilities ◽  
Transition Planning ◽  
Black Youth ◽  
Preliminary Investigation ◽  
Self Determination ◽  
Quality Of Services ◽  
Intellectual And Developmental Disabilities ◽  
Structural Racism

Abstract Promoting self-determination for students with disabilities has proven to be a critical component of effective transition planning. However, researchers seldom consider race when promoting self-determination for people with disabilities. The purpose of the current phenomenological research investigation was to explore how Black youth with intellectual and developmental disabilities (IDD) and their families explain transition planning experiences that promote and hinder self-determination. We found that participants in the current study experienced some hurdles during their transition experiences that they perceive are rooted in systemic and structural racism and ableism that prompted advocacy, family engagement, inclusion, building knowledge of rights, and other emergent strategies to promote self-determination. Findings from the current preliminary investigation have implications for transition and self-determination research, as well as improving the quality of services and support for Black youth with IDD and their families.

Effectiveness of a Caregiver Education Program on Providing Oral Care to Individuals with Intellectual and Developmental Disabilities

2012 ◽  
Vol 50 (3) ◽  
pp. 219-232 ◽  
Author(s):  
Nancy A Fickert ◽  
Diana Ross
Keyword(s):  
Developmental Disabilities ◽  
Oral Hygiene ◽  
Living Arrangements ◽  
Repeated Measures ◽  
Educational Program ◽  
Oral Care ◽  
Intellectual And Developmental Disabilities ◽  
Caregiver Education ◽  
Quasi Experimental ◽  
Hygiene Compliance

Abstract Caregivers who work in community living arrangements or intermediate care facilities are responsible for the oral hygiene of individuals with intellectual and developmental disabilities. Oral hygiene training programs do not exist in many organizations, despite concerns about the oral care of this population. The purpose of this study was to determine the effectiveness of a caregiver educational program. This study used a quasi-experimental one-group pretest/posttest design with repeated measures to describe the outcomes of an educational program. Program participants demonstrated oral hygiene skills on each other while being scored by a trained observer, after which they completed an oral hygiene compliance survey. After three months, a follow-up included the same posttest, demonstration of oral hygiene skills, and repeat of the compliance survey. Paired-sample t-tests of oral hygiene knowledge showed a statistically significant improvement from pretest to posttest and from pretest to three-month posttest. Oral hygiene skills and compliance improved. Results demonstrate evidence that caregiver education improves knowledge, skill, and compliance in oral hygiene. Further studies are required to demonstrate the value of providing oral hygiene education and training for caregivers of individuals with intellectual and developmental disabilities.

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