Self-Determination Interventions' Effects on the Academic Performance of Students with Developmental Disabilities

Federal laws mandate that students with cognitive disabilities receive instruction in academic skills and also support the importance of teaching self-determination. The purpose of this literature review was to synthesize intervention research examining effects of self-determination interventions on academic skills for students with cognitive disabilities. Findings indicated that the majority of self-determination interventions affected skills that directly support academic performance (e.g., organization of academic assignments); however, traditional academic skills such as math productivity and spelling accuracy were also positively affected. The review included analysis of the strength of results, research design quality, and discussion of implications for researchers and practitioners.

[1]  Thomas E. Scruggs,et al.  The Quantitative Synthesis of Single-Subject Research , 1987 .

[2]  M. Wolery,et al.  The Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education , 2005 .

[3]  Doug R. Moes,et al.  Integrating Choice-Making Opportunities within Teacher-Assigned Academic Tasks to Facilitate the Performance of Children with Autism , 1998 .

[4]  Michael D. Coyne,et al.  Quality Indicators for Group Experimental and Quasi-Experimental Research in Special Education , 2005 .

[5]  J. Sheldon,et al.  The use of self-management procedures by people with developmental disabilities: a brief review. , 1992, Research in developmental disabilities.

[6]  M. Wehmeyer,et al.  Teaching students to self-regulate their behavior: the differential effects of student-vs. teacher-delivered reinforcement. , 2001, Research in developmental disabilities.

[7]  M. Wehmeyer,et al.  Using Self-Monitoring to Improve Performance in General Education High School Classes , 2002 .

[8]  Christine Y. Mason,et al.  Self-Determination and Student Involvement in Standards-Based Reform , 2004 .

[9]  Anne W. Todd,et al.  Use of Functional Assessment and a Self-Management System to Increase Academic Engagement and Work Completion , 2003 .

[10]  W. L. Heward,et al.  Teaching elementary students with developmental disabilities to recruit teacher attention in a general education classroom: effects on teacher praise and academic productivity. , 1998, Journal of applied behavior analysis.

[11]  Jonathan M. Campbell,et al.  Efficacy of behavioral interventions for reducing problem behavior in persons with autism: a quantitative synthesis of single-subject research. , 2003, Research in developmental disabilities.

[12]  Marcia L. Rock.  Use of Strategic Self-Monitoring to Enhance Academic Engagement, Productivity, and Accuracy of Students With and Without Exceptionalities , 2005 .

[13]  C. Keys,et al.  Promoting Attainment of Transition-Related Goals Among Low-income Ethnic Minority Students with Disabilities , 2001 .

[14]  Catherine H. Fowler,et al.  A Content and Methodological Review of Self-Advocacy Intervention Studies , 2005 .

[15]  Meagan Karvonen,et al.  Effects of Interventions to Promote Self-Determination for Individuals With Disabilities , 2001 .

[16]  Joanne J. McCarl.  Self-Recording in a Classroom for Students with Mild to Moderate Mental Handicaps: Effects on Productivity and On-Task Behavior. , 1991 .

[17]  Eleanor L. Higgins,et al.  Patterns of Change and Predictors of Success in Individuals With Learning Disabilities: Results From a Twenty-Year Longitudinal Study , 1999 .

[18]  M. Wehmeyer,et al.  Adult Outcomes for Students with Cognitive Disabilities Three-Years After High School: The Impact of Self-Determination , 2003 .

[19]  Thomas E. Scruggs,et al.  How to Summarize Single-Participant Research: Ideas and Applications , 2001, The Meta-Analysis Research in Special Education.

[20]  Susan B. Palmer,et al.  Promoting Self-Determination in Early Elementary School , 2003 .

[21]  Karrie A. Shogren,et al.  The Effect of Choice-Making as an Intervention for Problem Behavior , 2004 .

[22]  M. Wehmeyer,et al.  Self-Determination and Positive Adult Outcomes: A Follow-up Study of Youth with Mental Retardation or Learning Disabilities , 1997 .

[23]  Bonnie Doren,et al.  School-to-Work Components That Predict Postschool Success for Students with and without Disabilities , 1997 .

[24]  M. Wehmeyer,et al.  Promoting Transition Goals and Self-Determination Through Student Self-Directed Learning: The Self-Determined Learning Model of Instruction , 2000 .

[25]  C. Hughes,et al.  Effects of Goal Setting on Task Performance of Persons with Mental Retardation. , 2002 .

[26]  Michael L. Wehmeyer,et al.  The Relationship Between Self-Determination and Quality of Life for Adults with Mental Retardation , 1998 .

[27]  M. Wehmeyer.  A Functional Model of Self-Determination , 1999 .

[28]  Nicole M. Uphold,et al.  A Review of Self-Determination Interventions with Individuals with Severe Disabilities , 2005 .

[29]  W. L. Heward,et al.  Teaching Students to Recruit Positive Attention: A Review and Recommendations , 2000 .

[30]  L. Anderson-Inman,et al.  Neatness counts: Effects of direct instruction and self-monitoring on the transfer of neat-paper skills to nontraining settings , 1984 .

[31]  M. Wehmeyer,et al.  A National Survey of Teachers' Promotion of Self-Determination and Student-Directed Learning , 2000 .

[32]  M. O'Reilly,et al.  Using a Problem-Solving Approach to Teach Classroom Skills to a Student with Moderate Intellectual Disabilities within Regular Classroom Settings , 2002 .

[33]  Carolyn Hughes,et al.  Increasing the Problem-Solving Skills of Students with Developmental Disabilities Participating in General Education , 2002 .