Self-determination Interventions Research Articles

Reaching the Top of Data Mountain: Postsecondary Students With Disabilities Use Data to Improve Fluency

Intervention studies focused on improving reading outcomes are scarce for postsecondary students with disabilities. Historically, comprehensive transition and postsecondary education programs (CTPs) for students with disabilities focused on employment, living, personal, and social skills over academic instruction. Recently, there is an emphasis to teach self-determination skills in postsecondary settings. For students in K–12, self-determination interventions positively impact academic outcomes. The present study tested the effects of a self-determination learning program—Data Mountain—on the oral reading fluency (ORF) of students with disabilities enrolled in a CTP. Using a feasibility study, 40 postsecondary students with disabilities were assigned to receive Data Mountain or progress monitoring activities only (comparison condition). Preliminary evidence from hierarchical linear modeling indicated Data Mountain students read an average of 20 more words per minute with a growth rate twice that of comparison students ( p < .01). Findings provide evidence that postsecondary students with disabilities exhibit continued improvement on ORF progress monitoring.

Self-Determination Interventions for Students with Intellectual and Developmental Disabilities Transitioning to Postsecondary Education: A Scoping Review

Students with intellectual and developmental disabilities (IDDs) need a myriad of independent living skills to seamlessly transition to postsecondary education. One of these skills is self-determination. Self-determination is deemed as a combination of knowledge and skills that enables a person to become autonomous. So, the purpose of this scoping review was to explore the interventions that promote self-determination in students with IDDs as they transition to postsecondary education in USA. Arksey’s and O’Malley’s framework guided this scoping review paper. An electronic search was conducted using IU OneSearch. The search was restricted to peer-reviewed studies, books, and eBooks published in English language between 2010 to 2022. Studies were screened at the title and abstract levels, and at full-text level by the author. In total, two studies met the inclusion criteria and were included in this review. Findings showed that curriculum-based and community-based interventions had remarkable potentials in promoting self-determination in students with IDDs who were transitioning to postsecondary education. Implications for research include developing and implementing more curriculum-based and community-based interventions; measuring treatment integrity through checklists; describing implementation procedures to allow for replication studies to be conducted; and utilizing a mixed-methods research design in intervention studies.

Self-determination theory interventions versus usual care in people with diabetes: a systematic review with meta-analysis and trial sequential analysis

BackgroundAutonomy-supporting interventions, such as self-determination theory and guided self-determination interventions, may improve self-management and clinical and psychosocial outcomes in people with diabetes. Such interventions have never been systematically reviewed assessing both benefits and harms and concurrently controlling the risks of random errors using trial sequential analysis methodology. This systematic review investigates the benefits and harms of self-determination theory-based interventions compared to usual care in people with diabetes.MethodsWe used the Cochrane methodology. Randomized clinical trials assessing interventions theoretically based on guided self-determination or self-determination theory in any setting were eligible. A comprehensive search (latest search April 2022) was undertaken in CENTRAL, MEDLINE, Embase, LILACS, PsycINFO, SCI-EXPANDED, CINAHL, SSCI, CPCI-S, and CPCI-SSH to identify relevant trials. Two authors independently screened, extracted data, and performed risk-of-bias assessment of included trials using the Cochrane risk-of-bias tool 1.0. Our primary outcomes were quality of life, all-cause mortality, and serious adverse events. Our secondary outcomes were diabetes distress, depressive symptoms, and nonserious adverse events not considered serious. Exploratory outcomes were glycated hemoglobin and motivation (autonomy, controlled, amotivation). Outcomes were assessed at the end of the intervention (primary time point) and at maximum follow-up. The analyses were conducted using Review Manager 5.4 and Trial Sequential Analysis 0.9.5.10. Certainty of the evidence was assessed by GRADE.ResultsOur search identified 5578 potentially eligible studies of which 11 randomized trials (6059 participants) were included. All trials were assessed at overall high risk of bias. We found no effect of self-determination theory-based interventions compared with usual care on quality of life (mean difference 0.00 points, 95% CI −4.85, 4.86, I2 = 0%; 225 participants, 3 trials, TSA-adjusted CI −11.83, 11.83), all-cause mortality, serious adverse events, diabetes distress, depressive symptoms, adverse events, glycated hemoglobulin A1c, or motivation (controlled). The certainty of the evidence was low to very low for all outcomes. We found beneficial effect on motivation (autonomous and amotivation; low certainty evidence).ConclusionsWe found no effect of self-determination-based interventions on our primary or secondary outcomes. The evidence was of very low certainty.Systematic review registrationPROSPERO CRD42020181144

Effect of occupation-based self-determination interventions on decision making and risky behaviors in students at risk of emotional behavioral disorders

ABSTRACT Students at risk of emotional behavioral disorders (EBD) have difficulties and challenges making decision for independent living. The aim of the current study is to assess effect of occupational therapy and self-determination interventions on decision making and risky behaviors of students at risk of EBD. In a single-blind, randomized, controlled trial, 54 eligible students at risk of EBD were assessed using a computerized version of the Tower of London (TOL) and French decision-making Balloon Analogue Risk Task (BART) task. Participants were allocated randomly into two groups of intervention and control. The intervention groups underwent 1 session per week lasting 90 min for 8 weeks. Data were analyzed using chi-square and analysis of covariance (ANCOVA) using Statistical Package for the Social Sciences version 16. ANCOVA of the TOL items (planning time, total time, execution time, move score) shows a significant difference across both groups for planning time (p < 0.001). By comparing means of “move score” item pre- and post-intervention, it is found that the score of this item increases, but this difference was not statistically significant (mean pre = 26.59 mean post = 29.59 p = 0.06). The results of BART showed that “win number” and “average adjusted inflations/win balloon” had a significant effect on adolescents in the intervention group, but not on the control group. Our findings support self-determination intervention, especially occupation-based self-determination program could have an effect on some cognitive skills. The results suggest that intervention is feasible and shows preliminary efficacy in making better decision, planning and reducing risk-taking behavior.

The Goal Setting Challenge App: Promoting Self-Determination Through Technology

Promoting student self-determination is recognized as the best practice in secondary transition planning. Few self-determination interventions have utilized technology to provide individualized learning opportunities. The Goal Setting Challenge (GSC) App was developed to provide a technology-based instructional approach to support developing self-determination. The purpose of this single-case study was to evaluate the impact of the GSC App on self-determination knowledge outcomes for students with disabilities and explore the feasibility of students’ use of the App in transition planning over an academic semester. Results were significantly impacted due to the COVID-19 pandemic; however, this created opportunities to explore feasibility during in-person instruction and the unprecedented shift to remote learning. Findings suggest mixed results related to outcomes for student use and feasibility but suggest the possibility of the App providing a student-friendly means for engaging in self-determination instruction during in-person and remote instruction. Limitations and implications for future research and practice are discussed.

Introducing the READY Study: DHH Young people's Well-Being and Self-Determination.

READY is a self-report prospective longitudinal study of deaf and hard of hearing (DHH) young people aged 16 to 19 years on entry. Its overarching aim is to explore the risk and protective factors for successful transition to adulthood. This article introduces the cohort of 163 DHH young people, background characteristics and study design. Focusing on self-determination and subjective well-being only, those who completed the assessments in written English (n =133) score significantly lower than general population comparators. Sociodemographic variables explain very little of the variance in well-being scores; higher levels of self-determination are a predictor of higher levels of well-being, outweighing the influence of any background characteristics. Although women and those who are LGBTQ+ have statistically significantly lower well-being scores, these aspects of their identity are not predictive risk factors. These results add to the case for self-determination interventions to support better well-being amongst DHH young people.

S-48-3: PHYSICAL ACTIVITY AND HEALTHY AGING

Hypertension is a risk factor for dementia, and physical activity has been reported to be effective in reducing the risk of hypertension and dementia. Several technical devices are available to monitor and promote changes in behavior toward higher activity. In particular, smartphones are becoming the primary platform for recognizing human activity. However, the effects of behavior change techniques that promote physical, cognitive, and social activities on incident dementia in older adults remain unknown. We are conducting a randomized controlled trial aims to examine the effects of behavior change techniques on the prevention of dementia among community-dwelling older adults using a smartphone as a behavior change tool. The study cohort comprises 3,498 individuals, aged 60 years and over, randomized into two groups: the smartphone group (n = 1,749) and the control group (n = 1,749). Intervention. The smartphone group will be asked to use smartphone applications for at least 30 minutes daily to self-manage and improve their physical, cognitive, and social activities. The smartphone group will perform 60-minute group walking sessions using application-linked Nordic walking poles with cognitive stimulation twice a week during the intervention period. The walking poles are a dual-task exercise tool that works with a smartphone to perform cognitive tasks while walking, and the poles are equipped with switches to answer questions for simple calculation and memory tasks. The smartphone and control groups will receive lectures about general health that will be provided during the baseline and follow-up assessments. Incident dementia as primary outcome will be detected using cognitive tests (at baseline, after 15 months, and after 30 months) and by preparing diagnostic monthly reports based on data from the Japanese Health Insurance System. Participants without dementia at baseline who will be diagnosed with dementia over the 30-month follow-up period will be considered to have incident dementia. This study has the potential to provide the first evidence of the effectiveness of information communication technology and Internet of Things in incident dementia. If our trial results show a delayed dementia onset for self-determination interventions, the study protocol will provide a cost-effective and safe method for maintaining healthy cognitive aging.

Parental habitus in promoting self-determination of children with/without intellectual and developmental disabilities in Türkiye

BackgroundEnhancing the self-determination of children with intellectual and developmental disabilities (IDD) is a prominent factor in their daily, community, school, or post-school outcomes. Parental practices play a crucial role in promoting self-determination of children with IDD. Families worldwide engage in parenting practices determined by each family’s beliefs and values filtered through cultural experiences related to the place of origin, social structure, and living area. AimsThis study investigated the impact of parental habitus as structured within social and cultural capital on family ratings of child self-determination in two distinct regions of Turkey (Türkiye). Our assumption is that the gap in terms of social, economic, and cultural capital between different districts of the same country affects parental habitus in fostering their children’s self-determination. MethodResearchers collected information from 232 family members regarding the degree of their children’s self-determination in two different geographic areas of Türkiye. We used the American Institutes for Research (AIR) Self-Determination Scale – Parent Form (AIR-SDS-PF questionnaire and a socio-demographic form to collect data. We employed the univariate analysis (two-way ANOVA) to identify the main and interactional effect among variables. ResultsParental habitus depending on where families live, socioeconomic level, and child’s disability status was influential in promoting self-determination for their children with IDD and counterparts. ConclusionsRegional or micro-cultural differences impacting parental dispositions should be considered in developing or planning self-determination interventions for children with/without IDD in the same country.

Advancing the Personalization of Assessment and Intervention in Autistic Adolescents and Young Adults by Targeting Self-Determination and Executive Processes.

As autistic adolescents and young adults navigate the transition to adulthood, there is a need to partner with them to identify strengths and needed supports to enable goal-directed actions. This article conceptually integrates research on self-determination, defined by Causal Agency Theory, and executive processes in autism to provide direction for future research and practice. We describe how integrating research on self-determination and executive processes could enable autistic adolescents and young adults to be engaged in the process of assessing executive processes and self-determination. We discuss how this can better inform personalization of supports for self-determination interventions by focusing on support needs related to executive processes, including inhibitory control and cognitive flexibility, from a strengths-based perspective. We discuss how this can enable self-determination interventions that promote outcomes aligned with the values of the autistic community.

Examining the Impact of Professional Development on the Self-Determined Learning Model of Instruction for General and Special Educators

Abstract There is limited research examining professional development for general and special education teachers implementing self-determination interventions. This study presents outcomes of a 2-day professional development training for the Self-Determined Learning Model of Instruction (SDLMI) for general and special educators guided by key elements of professional development. Results suggested teachers had positive perceptions of the training and showed improvements in knowledge and skills related to self-determination, but reported no change in perceived usefulness for students. Findings suggested teachers already perceived self-determination to be important and relevant to their students and that this professional development training was successful in improving teachers' knowledge and skills. Further research is needed to examine how this training impacts teacher implementation of the SDLMI and student outcomes.

The Self-Determined Learning Model of Instruction: Promoting Implementation Fidelity

Abstract There has been an increased focus on the tenets of implementation science in special education research, namely on the degree to which interventions are implemented as intended (i.e., fidelity of implementation) and factors that influence fidelity of implementation. For complex interventions, such as the Self-Determined Learning Model of Instruction (SDLMI), there is an ongoing need to refine conceptualizations of fidelity of implementation and the factors that influence it in inclusive educational contexts. Therefore, the purpose of this paper is two-fold: (1) to describe a framework for conceptualizing fidelity of implementation factors that influence fidelity when evaluating a complex intervention like the SDLMI and (2) to present initial content validity and internal consistency of a new measure designed to assess specific aspects of fidelity of implementation of the SDLMI in inclusive, general education classrooms. Implications and future directions for research in implementation science, special education, and self-determination interventions are described.

National Picture of the Self-Determination Characteristics of Secondary School English Learners With Disabilities

We examined the self-determination of English learners with disabilities in secondary school, based on a secondary analysis of the National Longitudinal Transition Study 2012 (NLTS 2012). Self-determination characteristics of English learners with disabilities differed significantly from those of other students with disabilities, and of English learner students and students who are not English learners in the general population, including their being less likely to act autonomously or report empowerment-related or self-realization-related behaviors. Multivariate analyses identified several student and family characteristics associated with variations in aspects of self-determination, including age, gender, and postsecondary expectations. Implications for practice and research are discussed, including the importance of considering these factors when selecting, implementing, and evaluating self-determination interventions for English learners with disabilities.

Self-determination theory interventions versus usual care in people with diabetes: a protocol for a systematic review with meta-analysis and trial sequential analysis

BackgroundExisting self-management and behavioural interventions for diabetes vary widely in their content, and their sustained long-term effectiveness is uncertain. Autonomy supporting interventions may be a prerequisite to achieve ‘real life’ patient engagement and more long-term improvement through shared decision-making and collaborative goal setting. Autonomy supportive interventions aim to promote that the person with diabetes’ motivation is autonomous meaning that the person strives for goals they themselves truly believe in and value. This is the goal of self-determination theory and guided self-determination interventions. Self-determination theory has been reviewed but without assessing both benefits and harms and accounting for the risk of random errors using trial sequential analysis. The guided self-determination has not yet been systematically reviewed. The aim of this protocol is to investigate the benefits and harms of self-determination theory-based interventions versus usual care in adults with diabetes.Methods/designWe will conduct the systematic review following The Cochrane Collaboration guidelines. This protocol is reported according to the PRISMA checklist. A comprehensive search will be undertaken in the CENTRAL, MEDLINE, EMBASE, LILACS, PsycINFO, SCI-EXPANDED, CINAHL, SSCI, CPCI-S and CPCI-SSH to identify relevant trials. We will include randomised clinical trials assessing interventions theoretically based on guided self-determination or self-determination theory provided face-to-face or digitally by any healthcare professional in any setting. The primary outcomes will be quality of life, mortality, and serious adverse events. The secondary will be diabetes distress, depressive symptoms and adverse events not considered serious. Exploratory outcomes will be glycated haemoglobin and motivation. Outcomes will be assessed at the end of the intervention and at maximum follow-up. The analyses will be performed using Stata version 16 and trial sequential analysis. Two authors will independently screen, extract data from and perform risk of bias assessment of included studies using the Cochrane risk of bias tool. Certainty of the evidence will be assessed by GRADE.DiscussionSelf-determination theory interventions aim to promote a more autonomous patient engagement and are commonly used. It is therefore needed to evaluate the benefit and harms according to existing trials.Systematic review registrationPROSPERO CRD42020181144

Self-Determination of Students with Autism Spectrum Disorder: A Systematic Review

Although research shows that students with autism spectrum disorder (ASD) can develop abilities and skills associated with self-determination (e.g., decision making, problem solving, goal setting and attainment) when opportunities and supports are provided, students with ASD tend to show lower levels of self-determination compared to their peers without disabilities or with other disabilities. Researchers have suggested that common ASD characteristics may influence the development and expression of self-determination and that there may be less focus on self-determination and its development in ASD. Therefore, the aim of this review was to investigate existing studies that examined factors impacting the development of self-determination for students with ASD or implemented self-determination interventions with students with ASD. We reviewed existing empirical studies related to self-determination and students with ASD published in peer-reviewed journals. We examined the thematic categories of research studies, rigor of research, and influential factors. Among the 18 included studies, three distinct thematic categories were identified: (a) intervention research, (b) stakeholders’ perceptions, and (c) contextual analysis. Intervention articles were the most prevalent, followed by articles that reported stakeholders’ perceptions. Contextual analysis articles were less common. Several factors have been identified that influence student self-determination (e.g. age, gender, hours spent with peers, educational placement). This review suggests that self-determination of students with ASD can be promoted through instructional methods, and there are personal and environmental factors that are important to consider when supporting the self-determination of students with ASD. However, there is a need for enhanced rigor of research in future studies.

The Effects of School Support on School Engagement with Self-Determination as a Mediator in Students with Special Needs

ABSTRACT While the relationship between self-determination and the academic achievement of students has been widely tested across cultures and groups, limited research has examined the antecedents of self-determination and their impacts on school engagement, which is the pre-requisite of academic achievement. The present study, based on the self-system processes model of motivation, tested the relationships between peer support, school support, self-determination, and school engagement in 118 secondary school students with special needs integrated into mainstream schools in Hong Kong. The results showed that school support has a significant indirect effect on school engagement via self-determination as a mediator. The correlations between school support, self-determination, and school engagement are all positive and significant, whereas peer support did not correlate with school engagement. Controlling for the factors of peer and school support, self-determination was the strongest predictor of school engagement for students with special needs. The current findings may highlight the importance of school support and self-determination interventions to enhance the school engagement of students with special needs in inclusive educational settings.

Effective Self-Determination Practices for Students with Disabilities: Implications for Students with Visual Impairments

Introduction: Given the lack of self-determination research and curricula focusing on children and youths with visual impairments (i.e., those who are blind or have low vision), the purpose of this article was to review the literature on effective self-determination practices for students with other disabilities for applicability to students with visual impairments. Method: A narrative review was conducted that focused on six self-determination practices for students with disabilities. Studies of the effectiveness of these practices that were published in the year 2000 or later were included in the review. Results: A total of 14 articles were identified that focused on the following interventions: Self-Determined Learning Model of Instruction, Whose Future Is It Anyway?, Check and Connect, Self-Advocacy Strategy, Self-Directed Individualized Education Program, and Computer-Assisted Instruction. The levels of evidence supporting each intervention varied from potential to moderate, with none falling into the strong category. Discussion: Although several studies included at least one student with visual impairment, their results were not disaggregated by disability category. As a result, the existing literature does not allow for any specific conclusions to be made about the effects of these interventions on students with visual impairments. Additional research that evaluates self-determination interventions among this population is warranted. Implications for practitioners: By providing descriptions of six self-determination interventions and research evidence (including contextual information) supporting each one, this study serves as a starting point for practitioners to identify curricula that may be used to promote self-determination among their students. For students with visual impairments to fully benefit from these interventions, preteaching and accommodations by teachers of students with visual impairments or orientation and mobility specialists is necessary.

Self-determination theory as a Framework for understanding needs of youth at-risk: Perspectives of social service professionals and the youth themselves

While there is evidence from the self-determination perspective for the positive impact of self-determination interventions on at-risk youth's transition outcomes, no research to date, has attempted to understand youth needs from both social service provider and youth client perspectives in the same study. The present study sought to generate a nuanced understanding of youth needs. For this purpose, the study was conducted in two phases. In phase 1, twenty-one social service professionals (case workers, social workers, counsellors, program supervisors) were interviewed to get an understanding of their perception of youth needs and how they are being met. In phase 2, 45 at-risk youths aged between 15 and 25 were interviewed to get an understanding of their perception of their most essential needs and how they are being served or under-served. Participants also completed a short survey on needs satisfaction, life satisfaction and resilience outcomes. Results revealed misalignment between the social service programmes and youths' articulated needs. The findings point towards the importance of considering the specific role of the psychological need for autonomy and relatedness in bridging the gap between service provision and client expectations. Recommendations for intervention researchers and practitioners are proposed.

Promoting self-determination for students with intellectual disability: A Vygotskian perspective

Abstract Despite weak correlations between IQ scores and self-determination, research indicates that individuals with intellectual disability (ID) show lower levels of self-determination than their non-disabled peers, and that they experience lower effects of self-determination interventions. From a Vygotskian perspective, self-determination skills can be considered complex cognitive abilities that develop through social interaction with and adequate scaffolding by competent tutors. This approach raises the need to look into how self-determination interventions can be adapted to the cognitive profiles of individuals with ID. In this article, the Self-Determined Learning Model of Instruction was used with eight adolescents with mild ID over a three-month period. Typical challenges that were encountered are described, and suggestions for how these challenges can be addressed are discussed. Findings from this study illustrate how the development of self-determination skills may be facilitated when there is congruence between the individual's neurobiological development and the social conditions for development.

Enhancing the Career Planning Self-Determination of Young Adults with Mental Health Challenges

The impact of an intervention on the self-determination and career planning engagement of young adults with mental health challenges was studied. Sixty-seven young adults, 20 to 30 years of age, with mental health diagnoses (e.g., depression, bipolar disorder) were randomly assigned to intervention and control groups. Statistically significant greater increases were made by the intervention group versus the control group for self-determination and career planning engagement, and self-determination at least partially mediated increases in career planning engagement. With career planning self-determination interventions, young adults with mental health challenges might be able to achieve better career and life outcomes than is typical for this population.

Relationships Between Self-Determination and Postschool Outcomes for Youth With Disabilities

This article reports the results of a follow-up analysis of 779 students with disabilities who participated in group-randomized, control group studies designed to examine the efficacy of self-determination interventions in secondary school to examine the relationship between self-determination status when exiting high school and adult outcomes 1 and 2 years post-high school. Findings suggest that self-determination status upon exiting high school predicts positive outcomes in the domains of achieving employment and community access 1 year post-school, and that exposure to self-determination interventions in secondary school may lead to more stability in student outcomes over time. The complexity of the relationship between self-determination intervention and outcomes is discussed, as are recommendations for future research and practice.