Establishing a Causal Relationship Between Intervention to Promote Self-Determination and Enhanced Student Self-Determination
Open accessAbstract
Promoting the self-determination of adolescents with disabilities has become best practice in secondary education and transition services, but to date there have been no studies establishing a causal relationship between efforts to promote self-determination and enhancement of the self-determination of youth with disabilities. This article reports a randomized trial placebo control group study of 371 high school students receiving special education services under the categorical areas of mental retardation or learning disabilities. Students were randomly assigned to an intervention or control group (by high school campus), with students in the intervention condition receiving multiple instructional components to promote self-determination. Latent growth curve analysis showed that although all students in the study showed improved self-determination over the 3 years of the study, students in the intervention group showed significantly greater growth, though specific intraindividual variables affected this growth. Implications for research and intervention are discussed.
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A randomized placebo-controlled trial demonstrated that interventions improved self-determination in students with ID.
“A randomized placebo-controlled trial demonstrated that interventions improved self-determination in students with ID [63].”
From Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education (2021) · cites this paper as [63]
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References 50 · Cited by 281
Research works printed but not linked: 15
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- Authors
- Wehmeyer, M. L., Palmer, S. B., Shogren, K., Williams-Diehm, K., & Soukup, J. H.
- Affiliations
- University of Kansas (US)
- University of Illinois Urbana-Champaign (US)
- University of Oklahoma (US)
- Venue
- The Journal of Special Education
- Publisher
- SAGE Publications
- Published
- 2010-12-10
- Volume
- 46
- Issue
- 4
- Pages
- 195-210
- ISSN
- 0022-4669 (ISSN-L)
- 1538-4764
- PMC
- PMC3993979
- OpenAlex
- W2152071905
- Cited by
- 281
- References
- 50
- Citations by year
- 2026: 6 · 2025: 11 · 2024: 13 · 2023: 6 · 2022: 15 · 2021: 23 · 2020: 25 · 2019: 22 · 2018: 47 · 2017: 20 · 2016: 31 · 2015: 20 · 2014: 21 · 2013: 12 · 2012: 4
- FWCI
- 16.80
- Type
- journal article
- Language
- en
- Open access
- green
- europepmc.org
- Locations
- The Journal of Special Education (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- SHAREOK (University of Oklahoma; Oklahoma State University; Central Oklahoma University) (submittedVersion)
- Funders
- U.S. Department of Education
- Australian Government
- Institute of Education Sciences
- National Institute on Disability and Rehabilitation Research
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (P30HD002528)
- Topics
- Social Sciences › Safety Research › Disability Education and Employment
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Safety Research › Career Development and Diversity
- Keywords
- self-determination, adolescents with disabilities, high school students, special education, transition services, intellectual disability, learning disabilities, intervention effectiveness, causal relationship, latent growth curve models
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