A multiple-group confirmatory factor analysis of self-determination between groups of adolescents with intellectual disability or learning disabilities.

2016

Michael Wehmeyer
[email protected]
785-864-0723

Promoting self-determination has been identified as an important practice for the successful transition of youth and young adults with disabilities, and numerous studies have examined the relationship between levels of self-determination and transition-related and postsecondary outcomes. Only a few such studies, however, have examined the actual self-determination of students with disabilities. The majority of those studies measured self-determination using The Arcs Self-Determination Scale (SDS) and involved students with intellectual disability or learning disabilities, examining the impact of interventions, environment, disability category, intelligence level, and gender on self-determination. Although students with learning disabilities and intellectual disability are often studied as a single group, students with cognitive disabilities, there have been no studies that examine whether assessments are measuring the same construct within these two populations.

self-determination, assessment

Peer-reviewed publications in scholarly journals Published/In Press

Professionals

Electronic (disc, CD, 508 compliant web posting)

[email protected]

N/A