Michelle Dawson posts
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Brianne Tomaszewski, Bonnie Kraemer, Jessica R. Steinbrenner, Leann Smith DaWalt, Laura J. Hall, Kara Hume, Samuel Odom (2020). Student, Educator, and Parent Perspectives of Self‐Determination in High School Students with Autism Spectrum Disorder. Autism Research, 13(12), 2164-2176. Wiley.
Abstract
Self‐determination refers to an individual being a causal agent in their daily activities, including the ability to express their own needs, interests, and wants, make choices, and set goals. Self‐determination is critical during adolescence and has been linked to positive educational outcomes in individuals with disabilities. Few studies have characterized the measurement of self‐determination in adolescents with autism spectrum disorder (ASD). The purpose of the current study was to (a) examine the agreement across the American Institutes for Research Self‐Determination Scale (Wolman et al., AIR Self‐determination scale and user guide. Palo Alto, CA: American Institute for Research, 1994) student, educator, and parent forms for high school students with ASD, and (b) examine student and family predictors of self‐determination. Participants included adolescents with ASD (N = 547, mean chronological age = 16.1 years, SD = 1.4 years), their parents, and educators. Student reports did not correspond to parent or educator reports, and parent and educator reports were in moderate agreement. Adaptive behavior was a significant predictor of self‐determination across reporters, highlighting the significance of adaptive behavior skills during high school. In addition to promoting adaptive behavior, supporting family empowerment, and reducing family burden may help to increase self‐determination in high school students with ASD. Lay Summary Self‐determination refers to the abilities and opportunities for students to make choices, plans, and set goals. The current study examined self‐determination from multiple perspectives in a large, diverse sample of high school students with ASD. Students, parents, and their teachers each completed a questionnaire on self‐determination and had little to some agreement across reporters. Providing support to families and help for students to increase independent skills may promote self‐determination.
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