very important constructs to promote. Nice post and references.
Dr. Samuel Sennott - 2/28/2017
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Self-Determination: Construct vs. Practice
Tom Keating
2/27/2017 5:41 AM
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 supporting them (Wehmeyer et al, 2011; Schalock, 2016). In describing a social ecological approach to self-determination, Walker, et al. (2011) underscored the importance of involvement and control, noting that the Developmental Disabilities Act of 2000 defined “self determination activities as…the ability and opportunity to communicate and make personal decisions; the ability and opportunity to communicate choices and exercise control over the type and intensity of services, supports, and other assistance the individual receives; (and) the authority to control resources to obtain needed services, supports, and other assistance…” (P. 9).
A recent study of parents of transition-aged students with autism and intellectual disability found they place high value on the component skills that lead to a sense of self-determination, including making choices, setting goals, self-advocacy, self-knowledge, and self-management. Yet they don’t believe their children perform those component skills adequately (Carter, et al., 2013).
Self-determination is thus an essential construct, but its realization depends on making specific tools for communication and self-direction available to individuals with disabilities to promote increased independence, personal autonomy, and self-advocacy. Our work on cognitive accessibility has led us to develop web-based applications that provide self-management tools that accommodate for diverse cognitive abilities, provide opportunities for unique self-expression and communication, and enhance support from educators, providers, and families.
Subsequent posts in this collection will include a description of the tools we are developing along with examples of their collaborative development and use by secondary transition educators and students with cognitive disabilities.
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Statement A
My child doesn't seem to have real control over his body yet.
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?
Statement B
My child has control over her own behaviors, but she doesn't use them to try to communicate to me.
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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Statement C
My child clearly tries to communicate his needs to me through gestures, sounds or language.
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
- Gestures such as pointing, shaking his head, tugging at my arm or looking back and forth between me and what he wants
- Sounds such as squealing to show you he wants something or fussing when he doesn't want something
- Language or symbolic forms of communication such as speech, written words, Braille, picture symbols, 3-dimensional symbols or sign language
Does this statement describe your child?
How to score your child
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
Mastered
– Does this independently most of the time when the opportunity arises
– Does this in a number of di erent contexts, and with di erent people
Emerging
– Does this inconsistently
–
Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Tips on Communication Devices
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
Thanks, Sam. Happy to provide the actual citations we used if anyone would like.
Tom Keating - 3/8/2017