CoChat
Sign Up
Cited by 49Disability Education and EmploymentDown syndrome and intellectual disability researchCareer Development and Diversity

The DOI matches its Crossref record; 31 of the 32 references it cites were found in a registry or an index.

An Evaluation of the Beyond High School Model on the Self- Determination of Students With Intellectual Disability

Open access
Palmer, Susan B., Wehmeyer, Michael L., Shogren, Karrie A., Williams-Diehm, Kendra L., Soukup, Jane H.·2012·Career Development and Transition for Exceptional Individuals
DOI 10.1177/0885728811432165PMC PMC4160066
Open this paper in CoChat — free account

Abstract

Students with intellectual disability are often served in community-based services to promote effective adult outcomes in employment, community inclusion, and independent living (Gaumer, Morningstar & Clark (2004). Beyond High School (Wehmeyer, Garner, Lawrence, Yeager, & Davis, 2006), a multi-stage model to promote student involvement in educational planning, was effectively used by 109 students with mild and moderate levels of intellectual disability between 17.8 and 21 years of age to increase student abilities. Results are discussed in regard to improved transition opportunities for individuals with intellectual disability such as those afforded through post-secondary education.

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1177/0885728811432165

Cites

31 of 31 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Increasing self-determination can improve decision making, goal setting, problem solving, self-monitoring and self-regulation.

    “Increasing self-determination can also improve decision making, goal setting, problem solving, self-monitoring and self-regulation [60].”

    From Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education (2021) · cites this paper as [60]

    The Method (Design and Procedures; page not available) describes instruction in goal setting, problem solving, self-monitoring, and self-regulation. The Results report increased overall self-determination after the intervention, but do not show that increasing self-determination itself improved each listed skill; the paper describes teaching those skills as part of the intervention. Decision-making improvement is not established separately. (LLM, conf=0.84)

    Experimental — accuracy not yet measured

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Flagged first, then by citations

1 of the 32 references couldn’t be matched to a known paper.

Research works printed but not linked: 8

  1. Grigal M., Dwyre A., Davis H. (2006). Transition services for students aged 18–21 with intellectual disabilities in college and community settings: Models and implications of success. National Center on Secondary Education and Transition Information Brief, 5, 1–5.
  2. Hart D., Grigal M., Sax C., Martinez D., Will M. (2006). Postsecondary education options for students with intellectual disabilities (Research to Practice Issue No. 45). Boston, MA: Institute for Community Inclusion.
  3. Lee S. S. (2009). Overview of the federal Higher Education Opportunities Act reauthorization (Institute on Community Inclusion Think College!). Policy Brief, 1, 1–2.
  4. Lee S. S., Will M. (2010). The role of legislation, advocacy, and systems change in promoting post-secondary opportunities for students with intellectual disabilities. In Grigal M., Hart D. (Eds.), Think College: Postsecondary education options for students with intellectual disabilities (pp. 29–48). Baltimore, MD: Paul H. Brookes.
  5. Newman L., Wagner M., Cameto R., Knokey A.-M., Shaver D. (2010). Comparisons across time of the outcomes of youth with disabilities up to 4 Years after high school. A report of findings from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study–2 (NLTS2) (NCSER 2010-3008). Menlo Park, CA: SRI International.
  6. Wehmeyer M. L., Palmer S. B. (2003). Adult outcomes for students with cognitive disabilities three years after high school: The impact of self-determination. Education and Training in Developmental Disabilities, 38, 131–144. · DOI · Paper page
  7. Will M. (2010). Foreword. In Grigal M., Hart D. (Eds.), Think College: Postsecondary education options for students with intellectual disabilities (p. xii). Baltimore, MD: Paul H. Brookes.
  8. Williams-Diehm K., Wehmeyer M. L., Palmer S., Soukup J. H., Garner N. (2008). Self-determination and student involvement in transition planning: A multivariate analysis. Journal on Developmental Disabilities, 14, 25–36.

Cited by

Sorted by citations

Related

Metadata

Authors
Palmer, S. B., Wehmeyer, M. L., Shogren, K. A., Williams-Diehm, K. L., & Soukup, J. H.
Affiliations
  • University of Kansas (US)
  • University of Illinois Urbana-Champaign (US)
  • University of Oklahoma (US)
Corresponding author
Palmer, Susan B.
ORCID
Venue
Career Development and Transition for Exceptional Individuals
Publisher
SAGE Publications
Published
2012-03-05
Volume
35
Issue
2
Pages
76-84
ISSN
  • 2165-1434 (ISSN-L)
  • 2165-1442
DOI
10.1177/0885728811432165
PMC
PMC4160066
OpenAlex
W2050332364
Cited by
49
References
32
Citations by year
2026: 2 · 2025: 1 · 2024: 6 · 2023: 3 · 2022: 1 · 2021: 7 · 2020: 6 · 2019: 1 · 2018: 6 · 2017: 6 · 2016: 2 · 2015: 2 · 2014: 3 · 2013: 3
FWCI
6.66
Type
journal article
Language
en
Open access
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
  • Career Development and Transition for Exceptional Individuals (publishedVersion)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
  • SHAREOK (University of Oklahoma; Oklahoma State University; Central Oklahoma University) (submittedVersion)
Funders
  • U.S. Department of Education
  • Institute of Education Sciences (R324B070159)
  • Eunice Kennedy Shriver National Institute of Child Health and Human Development (P30HD002528)
Topics
  • Social Sciences › Education › Disability Education and Employment
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Down syndrome and intellectual disability research
  • Social Sciences › Psychology › Applied Psychology › Career Development and Diversity
Keywords
intellectual disability, self-determination, coming of age, educational planning, postsecondary education, community-based services, independent living, community inclusion, employment effects

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review