Self-Determination: Construct vs. Practice
The self-determination construct has received a great deal of attention both in theory and in practice and is highly valued by people with disabilities, their families, and the professionals supportin...
Date Created: 2/27/2017
Posts: 3
Tom is co-founder and CEO of Cognitopia, home of the Cognitopia Connect platform for life management applications for individuals with cognitive disabilities. He is also an Adjunct Research Associate in the Computer and Information Sciences Department of the University of Oregon. Tom has been focused for the past 20 years on research and development of self-management and community living applications for individuals with cognitive disabilities including autism, intellectual disabilities, traumatic brain injury, and cognitive decline due to aging. He developed the Picture Planner™ visual calendaring system and the ScanDo video modeling application and has been principal investigator on over 20 federally-funded technology development projects with over 10 million dollars in funding. His perspective in all of his work has been strongly influenced by his experience of over 30 years as a caregiver for a brother who experienced autism.
The self-determination construct has received a great deal of attention both in theory and in practice and is highly valued by people with disabilities, their families, and the professionals supportin...
Our work at Cognitopia focuses on the development of web-based self-management applications to meet this need by both enhancing the ability of individuals with cognitive disabilities to take greater c...
When we started the MyLife project, our focus was on the development of a cognitively accessible, multimedia ePortfolio that would function as a kind of online résumé with a person-centered planning s...
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The only way I know that he wants something is because he fusses or whines when he's unhappy or uncomfortable, and he smiles, makes noises or calms down when he's happy and comfortable. Does this statement describe your child?
She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
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He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
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Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
– Does this independently most of the time when the opportunity arises
– Does this in a number of dierent contexts, and with dierent people
– Does this inconsistently
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Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging