Examining the effects of teaching self-determination/self-advocacy skills on the domain scores of the arc self-determination scale of fifth grade students with high incidence disabilities

Date

2014-08

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Abstract

Self-determined individuals master essential life skills such as decision-making, social competence, and planning and carrying out a plan. Children with high incidence disabilities often have difficulty mastering these skills. The purpose of this study was to evaluate the outcomes of self-determination skills training provided to fifth grade students identified with high incidence disabilities. Eight fifth grade students identified with a high incidence disability participated in a six-week program where they will be provided training in self-determination skills. Using the domain scores of the Arc’s Self-Determination Scale (SDS) as pre-test and post-test, this study examined the following questions:

  1. Does participation in a modified Steps for Self-Determination training program result in a significant change in scores from pre-test to post test on the Autonomy Domain of the Arc Self-Determination Scale for fifth grade students with high incidence disabilities?
  2. Does participation in a modified Steps for Self-Determination training program result in a significant change in scores from pre-test to post test on the Self-Regulation Domain of the Arc Self-Determination Scale for fifth grade students with high incidence disabilities?
  3. Does participation in a modified Steps for Self-Determination training program result in a significant change in scores from pre-test to post test on the Psychological Empowerment Domain of the Arc Self-Determination Scale for fifth grade students with high incidence disabilities?
  4. Does participation in a modified Steps for Self-Determination training program result in a significant change in scores from pre-test to post test on the Self-Realization Domain of the Arc Self-Determination Scale for fifth grade students with high incidence disabilities? A one-group pre-test/post-test design was used. Data was analyzed using a Paired t-test in order to determine if the intervention is successful. All four research questions were found to be significant p=<.05. Fifth grade students with high incidence disabilities who participate in Steps to Self-Determination Program do demonstrate significant changes in their scores on the Arc SDS domains of Autonomy, Self-Regulation, Psychological Empowerment, and Self-Realization.

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Keywords

Self-determination, Arc self-determination scale, High incidence disabilities, Steps to self-determination, Fifth grade, Transition, Formative assessment

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