Brian H. Abery

Personal Control and the Ecology of Community Living Settings: Beyond Living-Unit Size and Type.

Personal control exercised by 74 adults from community living settings in Minnesota was evaluated. Comparisons between living-unit sizes or types controlled statistically for pre-existing differences in adaptive and challenging behavior. Individuals living semi-independently exercised more personal control than did residents of HCBS Waiver-funded settings, who had more personal control than persons from community ICFs/MR. Within the 1- to 5-person size range, size-related differences were detected in personal control. Using hierarchical regression, we found that personal characteristics, self-determination competencies, and environmental variables all made significant, unique contributions to predicting personal control. Path analysis also revealed that this range of variables was related to personal control. These findings strongly support an ecological approach to self-determination.

Longitudinal study of deinstitutionalization and the exercise of choice

Day-to-day choices available to former institution residents with severe/profound developmental disabilities (movers) were assessed before and after deinstitutionalization and compared with peers who remained in the same institutions (stayers). Data were gathered annually for both groups for 3 years after baseline. Personal characteristics of the two groups did not differ significantly at baseline, except that stayers exhibited more challenging behavior. This was controlled by using baseline challenging behavior as a covariate in group comparisons. Overall, movers exercised significantly more choice, although groups did not differ at baseline. Effects of deinstitutionalization did not differ with level of disability. However, the absolute level of choice available to both movers and stayers was very low.

Personal self-determination and moderating variables that impact efforts to promote self-determination

The purpose of this second article in the special topic issue from the National Training Initiative on Self-Determination is to provide detail with regard to how we understand the self-determination construct and to discuss moderator variables and how such variables impact the design and implementation of interventions to promote self-determination. Moderator variables are baseline factors that define subgroups with greater versus lesser intervention response. That is, they are factors that need to be taken into account, a priori, when designing interventions so that the intervention might address unique needs or characteristics of the people for whom the intervention is intended.

Self-Determination and Choice

Promoting self-determination and choice opportunities for people with intellectual and developmental disabilities has become best practice in the field. This article reviews the research and development activities conducted by the authors over the past several decades and provides a synthesis of the knowledge in the field pertaining to efforts to promote self-determination and choice.

Evaluating a Multicomponent Program for Enhancing the Self-Determination of Youth with Disabilities

Provides a preliminary evaluation of the effectiveness of a recently developed multicomponent educational and support program

Self-Determination across the Life Span: Issues and Gaps

This article synthesizes the literature on self-determination across the lifespan with a focus on identifying gaps that exist between theory, research, and evidence-based practices. Using a life-stages approach, it first examines issues across life phases, and then examines cross-cutting topics (employment, abuse and neglect, and health) that are relevant during several age ranges. A lifespan approach to self-determination takes into account both the developmental stage and the social ecological aspect. While its expression for individuals with developmental disabilities can begin at the earliest stages, in general, level of self-determination increases throughout adolescence and early adulthood. The expression of self-determination is also shaped by opportunities in family, school, vocational, and residential environments. In addition, such practices and policies such as consumer-direction in supports and training interventions that teach elements of goal planning and choice-making and self-regulation contribute to greater self-determination of individuals with developmental disabilities.

A social ecological approach to promote self-determination

This article describes a social-ecological approach for promoting and enhancing self-determination among individuals with developmental disabilities. A five-level model is presented, based on the interaction of person and environmental factors, that identifies a series of social mediator variables (i.e., social effectiveness, social capital, social inclusion), which the authors believe can successfully influence self-determination improvement efforts and enhance the efficacy of self-determination interventions. The impact of these mediators on intervention outcomes is considered within an interactional, social-ecological context of person-specific (individual characteristics) and environment-specific (provision of opportunities to make choices) contexts. This approach will guide the activities of a five-year National Training Consortium on self-determination involving five universities and funded by the U.S. Administration on Developmental Disabilities. The expected long-term outcomes associated with this initiative include improved self-determination options, greater social inclusion, and enhanced quality of life for people with developmental disabilities.

A Longitudinal Study of High‐Risk Children: Educational Outcomes

DATA FROM the Mother‐Child Project, a longitudinal study of high‐risk children, indicated that the percentage of children referred for school‐based problems was approximately 40% in grades one, two and three. Basically all of the children who were referred were receiving some form of educational services. Similarly, the majority of children achieving below the 25th percentile on a standardized achievement test were receiving special educational services. The reasons some of the low‐achieving students were not receiving services were higher social adjustment, better work habits and a past educational history of success as compared to those low‐achieving students who were receiving services. Greater differences between served and unserved groups were found on historical rather than current measures, which suggests that the chronicity of educational problems had a major impact in determining which students received services. The results suggest that across the large number of schools serving high‐risk childr...

Observations of Academic Instruction for Students With Significant Intellectual Disability: Three States, Thirty-Nine Classrooms, One View

As part of the validation process for alternate assessments, 39 classroom observations were conducted to gather data about current practices in providing academic instruction to students with significant intellectual disability. Using a standardized protocol, data were gathered using direct instructional observation, an Individualized Education Program review, and an analysis of student work. We found that teachers lacked age-appropriate materials, and most lessons and work samples required routine and recall responses. When teachers incorporated strategic or extended thinking activities into lessons, students were able to demonstrate their knowledge. The findings are suggested as a snapshot of current practices.

The Yes I Can Social Inclusion Program A Preventive Approach to Challenging Behavior

Through the description of two case studies, the authors present a program to help youth overcome negative behaviors and increase their interpersonal skills and social activities