TY - JOUR
T1 - Relationships Between Self-Determination and Postschool Outcomes for Youth With Disabilities
AU - Shogren, Karrie A.
AU - Wehmeyer, Michael L.
AU - Palmer, Susan B.
AU - Rifenbark, Graham G.
AU - Little, Todd D.
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Funding for this research was provided by Grant PR Award H133A031727 from the U.S. Department of Education, National Institute on Disability and Rehabilitation Research awarded to the University of Kansas and Grant PR Award R324B070159 from the U.S. Department of Education, Institute of Education Sciences, National Center for Special Education Research, also awarded to the University of Kansas. Partial support for this project was also provided by grant NSF 1053160 (Wei Wu & Todd D. Little co-PIs) and the Center for Research Methods and Data Analysis at the University of Kansas (Todd D. Little, director).
Publisher Copyright:
© Hammill Institute on Disabilities 2013.
PY - 2015/2/25
Y1 - 2015/2/25
N2 - This article reports the results of a follow-up analysis of 779 students with disabilities who participated in group-randomized, control group studies designed to examine the efficacy of self-determination interventions in secondary school to examine the relationship between self-determination status when exiting high school and adult outcomes 1 and 2 years post-high school. Findings suggest that self-determination status upon exiting high school predicts positive outcomes in the domains of achieving employment and community access 1 year post-school, and that exposure to self-determination interventions in secondary school may lead to more stability in student outcomes over time. The complexity of the relationship between self-determination intervention and outcomes is discussed, as are recommendations for future research and practice.
AB - This article reports the results of a follow-up analysis of 779 students with disabilities who participated in group-randomized, control group studies designed to examine the efficacy of self-determination interventions in secondary school to examine the relationship between self-determination status when exiting high school and adult outcomes 1 and 2 years post-high school. Findings suggest that self-determination status upon exiting high school predicts positive outcomes in the domains of achieving employment and community access 1 year post-school, and that exposure to self-determination interventions in secondary school may lead to more stability in student outcomes over time. The complexity of the relationship between self-determination intervention and outcomes is discussed, as are recommendations for future research and practice.
KW - longitudinal data analysis
KW - postschool outcomes
KW - self-determination
UR - http://www.scopus.com/inward/record.url?scp=84919643452&partnerID=8YFLogxK
U2 - 10.1177/0022466913489733
DO - 10.1177/0022466913489733
M3 - Article
AN - SCOPUS:84919643452
SN - 0022-4669
VL - 48
SP - 256
EP - 267
JO - Journal of Special Education
JF - Journal of Special Education
IS - 4
ER -