David W. Test

Effects of Interventions to Promote Self-Determination for Individuals With Disabilities

Self-determination, the combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior, has become an important part of special education and related services for people with disabilities. Research on the outcomes of self-determination interventions has been sparse. In this study, we conducted a comprehensive review of literature and used quantitative methods of meta-analysis to investigate what self-determination interventions have been studied, what groups of individuals with disabilities have been taught self-determination, and what levels of outcomes have been achieved using self-determination interventions. Fifty-one studies were identified that intervened to promote one or more components of self-determination; 22 were included in meta-analyses. The median effect size across 100 group intervention comparisons (contained in 9 studies) was 1.38. In contrast, 13 single subject studies included 18 interventions and produced a median percentage of nonoverlapping data (PND) of 95% with a range of 64% to 100%. Seven of the interventions had a PND of 100%, suggesting strong effects. Although all components of self-determination were reflected in this research, most focused on teaching choice making to individuals with moderate and severe mental retardation or self-advocacy to individuals with learning disabilities or mild mental retardation. The outcomes are discussed regarding the need to demonstrate that self-determination can be taught and learned, and can make a difference in the lives of individuals with disabilities.

Evidence-Based Practices in Secondary Transition:

A literature review was conducted to identify evidence-based practices in secondary transition using quality indicator checklists for experimental research. Practices were categorized by the Taxonomy for Transition Programming. Overall, 32 secondary transition evidence-based practices were identified. Two practices had a strong level of evidence, 28 had a moderate level of evidence, and 2 had a potential level of evidence. The majority of practices represented instruction of skills within the category of Student Development. No evidence-based practices were identified in the category of Interagency Collaboration. Findings provide practitioners with a set of evidence-based practices for improving transition services and researchers with an agenda for conducting future research.

A Conceptual Framework of Self-Advocacy for Students with Disabilities

Based on a review of the literature and input from stakeholders, we developed a conceptual framework of self-advocacy involving four components: knowledge of self, knowledge of rights, communication, and leadership. This article summarizes the definitions and components of self-advocacy found in the literature that were used to develop this conceptual framework. The resulting framework of self-advocacy is designed to serve as a guide for instructional planning, curricular design, and assessment of self-advocacy for students with and without disabilities.

An Evaluation of Transition Components of Individualized Education Programs

This study evaluated the transition component of the individualized education programs (IEPs) of 94 high school students between the ages of 18 and 21—students with learning disabilities, mild mental retardation, moderate mental retardation, and emotional/behavioral disorders. The study examined the format of the transition component document, compliance with the mandates of the Individuals with Disabilities Education Act (IDEA), and reflections of best practices, as well as the differences in these aspects of IEP transition components among disability groups. Results indicated that although the majority of the transition components complied with IDEAs mandate, they lacked many of the essential elements reflective of best practices in transition.

A Content and Methodological Review of Self-Advocacy Intervention Studies.

A content and methodological review of the literature of 25 self-advocacy intervention studies was conducted. First, each article was analyzed in terms of purpose, participants, design, dependent variable(s), independent variable(s), and results. Second, each manuscript was reviewed in terms of the quality indicators for single subject (n = 11), group experimental (n = 11), or qualitative (n = 3) studies. Our findings (a) provide preliminary evidence that individuals of varying ages and disabilities can learn self-advocacy skills using both researcher-developed interventions and published curricula, and (b) indicate the need for increasing methodological rigor in implementing and reporting self-advocacy intervention studies. Results are discussed in terms of implications for research and instruction.

Putting Self-Determination into Practice:

Self-determination (SD) has been a major topic in special education literature over the past 10 years, but research-based practices on SD for students with disabilities are still limited. This study was designed to examine 6 programs identified as placing a major emphasis on promoting SD with students with disabilities. Qualitative data were gathered to examine stakeholder perceptions of SD outcomes, describe promising practices for promoting SD, and identify conditions supporting and barriers inhibiting successful implementation of practices. Data were analyzed through a cross-case analysis and were represented as themes reflective of perceptions of program success, site characteristics, promising practices, and factors that supported and/or impeded implementation. Recommendations for practice and future research are discussed.

CEC’s Standards for Classifying the Evidence Base of Practices in Special Education

As an initial step toward improving the outcomes of learners with disabilities, special educators have formulated guidelines for identifying evidence-based practices. We describe the Council of Exceptional Children’s new set of standards for identifying evidence-based practices in special education and how they (a) were systematically vetted by expert special education researchers through a Delphi study, (b) demonstrated adequate inter-rater reliability in a pilot study, (c) delineate specific criteria in many areas and provide flexibility to tailor other criteria, (d) provide an integrated set of standards for classifying the evidence base of practices based on findings from both group comparison and single-subject studies, and (e) can be applied by independent special education researchers. We conclude by noting limitations to the standards, briefly comparing these new standards with other evidence-based practice standards, and providing recommendations for future research and for refining the standards.

Reviewing Resources on Self-Determination A Map for Teachers

With the growing number of resources on self-determination, teachers may find it difficult to locate the information that will be most useful for planning educational programs. This article provides a map for teachers to use in searching the self-determination literature to find usable ideas. This map includes two primary paths. The first leads through the conceptual literature to the destination of increasing understanding of self-determination. In following this path, teachers may locate information on the concept or on its specific components, such as choice making, problem solving, and self-advocacy. Examples include conceptual resources that may be especially useful for teachers. The map also points to pitfalls to avoid while gaining understanding of self-determination, such as assuming that everyone values the same adult outcomes. The second path travels through the intervention literature, including research studies, how-to resources, and published curricula, and leads to designing self-determination instruction and environmental supports. Examples are offered from these resources on how teachers can develop Individualized Education Programs, identify teaching strategies, develop environmental support, and use the resources for personal development.

Evaluating the Evidence Base of Shared Story Reading to Promote Literacy for Students with Extensive Support Needs

This study reviewed published literature to determine the level of evidence for using shared story reading to promote literacy. Shared story reading was defined as a practice used to access age-appropriate literature through reader–listener interaction in which a story is read aloud and student interaction with the reader and the story is supported. Literacy was defined as skills that increased access to age appropriate literature (e.g., listening comprehension) and reading independence (e.g., vocabulary, comprehension), including emergent literary skills. Using a quality indicator checklist to determine research quality and standards to establish level of evidence, results indicated a moderate level of evidence for using shared story reading to promote the literacy of students with extensive support needs. The importance of identifying evidence-based practices, implications for practice, and suggestions for future research are discussed.

Promoting Student Self-Determination Skills in IEP Planning:

for students a high priority in planning instruction? • Do you include self-advocacy goals in students’ education programs? • What is best practice in developing such goals and promoting self-determination in students? It may be that you or your colleagues have not received instruction in how to write self-determination goals and objectives for your students with disabilities. This article explores ways to increase the inclusion of self-determination and self-advocacy goals and objectives in individualized education programs (IEPs) as a first step to increasing their inclusion in classroom instruction.