Leslie A. Shaw

The Role of Autonomy, Self-Realization, and Psychological Empowerment in Predicting Outcomes for Youth With Disabilities

This study examined the degree to which the three of the four essential characteristics of self-determination (autonomy, self-realization, and psychological empowerment) predicted quality of life–related adult outcome constructs using secondary analysis of data from the National Longitudinal Transition Study–2. The pattern of predictive relationship was complex. Most findings were concentrated in a high-incidence disability group, with autonomy predicting higher financial independence, employment, social relationships, independent living, and postsecondary education. For those with intellectual disability, there was also a positive relationship between autonomy and inclusive residential opportunities. Implications of the complex pattern of findings for research and practice are discussed.

The Impact of Personal Factors on Self-Determination and Early Adulthood Outcome Constructs in Youth With Disabilities

Data from the National Longitudinal Transition Study–2 (NLTS2) were used to examine the impact of three personal factors—race/ethnicity, gender, and family income—on self-determination (i.e., autonomy, psychological empowerment, self-realization) and early adulthood outcome constructs. Findings suggest for those with high-incidence disabilities, family income predicts postsecondary education outcomes. And males with high-incidence disabilities have greater access to services and accommodations as adults, but lower use of financial supports (i.e., use of government support programs). African American youth across disability categories reported lower levels of financial independence. Females with intellectual disability reported greater social relationships but lower levels of financial support and employment. Implications for future research, policy, and practice are discussed.

Measuring the Early Adulthood Outcomes of Young Adults with Disabilities: Developing Constructs using NLTS2 Data

ABSTRACT Secondary data analysis was used to develop and examine disability-related differences in outcome constructs from the National Longitudinal Transition Study-2. Findings suggest that outcome constructs could be created that represented key elements of quality of life domains including social relationships, financial independence, financial supports, employment, emotional well-being, postsecondary education, independent living, health status, access to services, and advocating for needs. The constructs could be measured equivalently across disability groups, but young adults with high incidence disabilities, generally, experienced more positive outcomes than those with more severe disabilities, despite the finding that those with more severe disabilities have greater access to services and financial supports. Implications for future research and practice are discussed.

Examining age-related differences in support needs on the Supports Intensity Scale-Children's Version-Spanish translation

Background: Interest in the support needs of people with intellectual disability has directed attention to developing assessments to measure of the pattern and intensity of supports which people need to participate in valued life activities. Assessments of the support needs of children must account for the influence of age. Method: Four hundred fifty (450) Spanish children with intellectual disability (ages 5-16) were assessed with the SIS-C Spanish. To test for measurement invariance and latent differences, the SIS-C Spanish standardization sample was linked to the SIS-C English normative sample. Models developed during the norming process were used to investigate measurement equivalence across age groups, differences in latent means, and differences in latent variances and standard deviations. Results: Findings suggested that all items on the SIS-C Spanish could reliably be used to measure support needs of children ages 5-16. When exploring age-related differences at the latent level, however, data showed latent mean differences in support need domain scores across age cohorts. Conclusions: The same set of items can be used to measure support needs in children ages 5-16, but age-related influences must be considered in developing norms for the SIS-C Spanish as well as in planning supports for children.

The benefits of latent variable modeling to develop norms for a translated version of a standardized scale

This article demonstrates the use of structural equation modeling to develop norms for a translated version of a standardized scale, the Supports Intensity Scale – Children’s Version (SIS-C). The latent variable norming method proposed is useful when the standardization sample for a translated version is relatively small to derive norms independently but the original standardization sample is larger and more robust. Specifically, we leveraged a large, representative US standardization sample (n = 4,015) to add power and stability to a smaller Spanish (n = 405) standardization sample. Using a series of multiple-group mean and covariance structures confirmatory factor analyses using effects-coded scaling constraints, measurement invariance was tested across (a) Spanish only and (b) both US and Spanish age bands (5–6, 7–8, 9–10, 11–12, 13–14, and 15–16). After establishing measurement invariance across the US and Spain, tests for latent means and variance differences within age-bands were only performed for Spanish data; the latent means and variances in the US sample were freely estimated. The study findings suggest that the information in the US data stabilized the overall model parameters, and the inclusion of the US sample did not influence on the norms of the SIS-C Spanish Translation.

The Support Needs of Children with Intellectual Disability and Autism: Implications for Supports Planning and Subgroup Classification.

The Supports Intensity Scale—Children’s version (SIS-C) was developed to provide a standardized measure of support needs of children with intellectual disability. Over half of the norming sample had a secondary diagnosis of autism. Using this subset of the sample, we engaged in exploratory analysis to examine the degree to which latent clusters were present in the data, and after identifying these clusters, the degree to which they mapped on the SIS-C standard scores. A four latent class solution provided the best fit to the data. When mapped on SIS-C standard scores, specific patterns of differences were found in life activity domain scores and overall support needs scores. Implications for future research and practice are discussed.

Examining Measurement Invariance and Differences in Age Cohorts on the Supports Intensity Scale–Children's Version–Catalan Translation

Data from 949 children and adolescents with intellectual disability ages 5 to 16 for whom the Supports Intensity Scale-Childrens Version-Catalan Translation was completed was used, in combination with data from the U.S. standardization sample, to examine measurement invariance and latent differences in the Catalonian sample. Results suggest that the same set of items can be used to measure support needs across U.S. and Catalonia samples and that there are age-related differences in support needs in the Catalonia sample, particularly between children ages 5 to 10 and 11 to 16 years of age. This differs from findings with the U.S. sample, where differences were found in a greater number of age cohorts. Implications for future research and practice are discussed.

Evaluating the Differential Impact of Interventions to Promote Self-Determination and Goal Attainment for Transition-Age Youth with Intellectual Disability:

This study examined the differential impact of implementing the Self-Determined Learning Model of Instruction (SDLMI) alone with implementing the SDLMI combined with Whose Future Is It? with transition aged students with intellectual disability in a cluster randomized trial in the state of Rhode Island. The state of Rhode Island is implementing systemic change in transition services and supports under the auspices of a Consent Decree entered into by the state with the U.S. Department of Justice. One area of focus is promoting self-determination during transition planning in the school context as a means to affect employment trajectories. This study focused on the impact of self-determination instruction on self-determination outcomes while youth were still in school, given research establishing a relationship between self-determination and employment outcomes. Latent mediation models suggested that students in the SDLMI-only group reported significant increases in their self-determination scores from baseline to the end of the year, and teachers of students in the SDLMI-only group saw students’ goal attainment as predicting change in self-determination over the course of the year. Teachers reported significant changes in student self-determination in the SDLMI + Whose Future Is It? group. Implications for individualizing interventions to teach skills associated with self-determination in the context of planning and setting goals for the transition to integrated employment are discussed.

Impact of the Self-Determined Learning Model of Instruction on Self-Determination and Goal Attainment in Adolescents With Intellectual Disability

The Self-Determined Learning Model of Instruction (SDLMI) is an evidence-based practice designed to enable teachers to teach students to self-regulate problem solving to set and attain educationally relevant goals. This study reports on findings and outcomes of the first year of a statewide implementation of the SDLMI by teachers working with students with intellectual disability to promote skills, knowledge, and beliefs that will lead to opportunities for meaningful, integrated employment. Data are reported on teacher fidelity of implementation of the SDLMI, student and teacher ratings of self-determination, student ratings of transition empowerment, and teacher ratings of student goal attainment. Data from the first year of the longitudinal implementation suggest that teachers can implement the SDLMI with fidelity, that students attain educationally relevant goals, and that teachers report changes in aspects of student self-determination, and that the SDLMI can be implemented statewide with school-, district-, and state-level supports. Recommendations for future research and policy-related implications for scaling-up efforts to promote self-determination are provided.

Assessing Character Strengths in Youth With Intellectual Disability: Reliability and Factorial Validity of the VIA-Youth

This article reports the results of an examination of the endorsement, reliability, and factorial validity of the VIA-Youth and assessment of character strengths and virtues developed for the general population in youth with and without intellectual disability. Findings suggest that, generally, youth with intellectual disability endorsed character strengths as being like them at lower levels, although few differences were significant. Issues related to measurement, particularly the establishment of measurement invariance, emerged for some virtues. Reliability of the scale was similar across the two groups. Implications for future research and practice are discussed.