Article Details

Research Database: Article Details

Citation:  Shogren, Karrie A.; Burke, Kathryn M.; Anderson, Mark H.; Antosh, Anthony A.; Wehmeyer, Michael L.; LaPlante, Terri; & Shaw, Leslie A. (2018). Evaluating the Differential Impact of Interventions to Promote Self-Determination and Goal Attainment for Transition-Age Youth with Intellectual Disability. Research and Practice for Persons with Severe Disabilities, 43 (3),
Title:  Evaluating the Differential Impact of Interventions to Promote Self-Determination and Goal Attainment for Transition-Age Youth with Intellectual Disability
Authors:  Shogren, Karrie A.; Burke, Kathryn M.; Anderson, Mark H.; Antosh, Anthony A.; Wehmeyer, Michael L.; LaPlante, Terri; & Shaw, Leslie A.
Year:  2018
Journal/Publication:  Research and Practice for Persons with Severe Disabilities
Publisher:  SAGE
DOI:  https://doi.org/10.1177/1540796918779775
Full text:  http://journals.sagepub.com/doi/10.1177/1540796918779775   
Peer-reviewed?  Yes
NIDILRR-funded?  No

Structured abstract:

Background:  Self-determination is defined as the freedom to live as one chooses, or to act or decide without consulting another or others. Self-determination is a concept that is especially important for transition aged youth, who are on the verge of entering the workforce. But what about self-determination for individuals with intellectual disabilities? Is there any training for them in regards to self-determination skills? The study of this article looks at the different effects of performing Self-Determined Learning Models of Instruction (SDLMI). The authors also examine SDLMI joined with the “Whose Future Is It?” training for transition aged youth with intellectual disabilities in the state of Rhode Island.

Disabilities served:  Cognitive / intellectual impairment
Interventions:  Self-determination / self-advocacy
Transition services
Outcomes:  Other