A systematic review of self-determination interventions for children and youth with disabilities

Lindsay, Sally; Varahra, Azar

doi:10.1080/09638288.2021.1928776

Cited by 10 publications

(8 citation statements)

References 67 publications

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“…The Self-Determined Learning Model of Instruction (SDLMI; was the most used practice with seven studies (39% of included studies) employing it alone or in combination with one of three different additional practices or interventions. The number of manualized interventions such as the SDLMI was not as great as in other recent self-determination reviews in this field (e.g., Burke et al, 2020;Lindsay & Varahra, 2022).…”

Section: Research Questionmentioning

confidence: 86%

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Developing the self‐determination of children and young people with intellectual disabilities in schools: A systematic review of the literature

Willow,

Strnadová,

Danker

2024

Research Intellect Disabil

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BackgroundSelf‐determination is associated with lifelong positive outcomes. Students with intellectual disabilities typically have lower self‐determination than their peers. Universal basic education access offers schools the opportunity to rectify this disparity. This is the first systematic review investigating the school‐based practices that target self‐determination development for students with intellectual disabilities.MethodThe review follows the PRISMA guidelines, spanning five databases (ProQuest databases, EMBASE, Scopus, Sage Journals, Taylor and Francis Online) from 2006 to 2021.ResultsAcross the 18 studies, the most used practice is the SDLMI. Research focuses on United States‐based transition‐aged students with mild to moderate intellectual disabilities. Social validity tends to be assessed in summative and informal ways. Students are not generally involved in decision‐making about practices and individualisation of support.ConclusionsSelf‐determination development for this population can begin before puberty. Future research should critically investigate social validity and holistic integration of student self‐determination learning opportunities throughout the pedagogical cycle.

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Section: Research Questionmentioning

confidence: 86%

“…Indeed, 28 measures of self-determination were represented. The most used self-determination measures were (Kuld et al, 2023) or required included studies to use validated measures (Lindsay & Varahra, 2022).…”

Section: Research Questionmentioning

confidence: 99%

Developing the self‐determination of children and young people with intellectual disabilities in schools: A systematic review of the literature

Willow,

Strnadová,

Danker

2024

Research Intellect Disabil

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“…The research conducted by Alvarez et al evaluated the outcome of animal-assisted intervention on nineteen 30 to 66 month-old children with ASD with ACIS. The results showed that after the intervention, the children made substantial progress in 12 out of 20 items in ACIS [17].…”

Section: Discussionmentioning

confidence: 98%

The Effect of Occupation-based Self-determination Intervention on Communication and Interaction Skills of Adolescents With Autism Spectrum Disorder

Naghavi Kheslat,

Alizadeh Zarei,

Hojati Abed

2023

FDJ

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Background and Objectives: The prevalence of autism has increased worldwide in recent decades. The diagnosis of autism requires deficits in communication and social interaction skills, such as holding a back-to-back conversation and using non-verbal communication behaviors. It seems that the social skills of students with autism may significantly affect their self-determination state because the problem of social interaction causes limitations in autonomous functioning. Therefore, this study aims to examine the effect of occupation-based self-determination intervention on the communication and interaction skills of adolescents with autism spectrum disorder (ASD). Methods: This randomized clinical trial was conducted on 40 adolescents with ASD. A total of 21 adolescents (intervention group) were randomly selected to participate in the occupation-based self-determination intervention, while the other 19 adolescents (control group) had only routine occupational therapy sessions. All these adolescents were assessed before, after, and 45 days after the 16-session intervention program using an assessment of communication and interaction skills. Data were analyzed using non-parametric chi-square test and parametric tests (repeated measures analysis of variance (ANOVA) and student’s t-test). Results: A significant change was observed in the assessment results of the communication and interaction skills between pre and post-test of the intervention group. After analyzing the results with multivariate test, repeated measures, and student’s t-test, it was revealed that while the mean scores for communication and interaction skills in the control group did not show significant changes during assessment times (P>0.05), the comparison between groups over time for communication and interaction skills indicated a statistically significant increase in the intervention group (P<0.001). Conclusion: Using occupations to instruct self-determination skills to adolescents with ASD is an effective method to enhance their performance skills, including communication and interaction skills.

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“…As Brien [27] suggested, "children's expressed views must be taken into account, with the understanding that expression does not necessarily have to be a verbal, formal language but should align with children's preferred modes of communication." Another literature review by Lindsay and Varahra [30] highlighted that some improvements in independence interventions (including curriculum-based workshops, experiential or residential learning, peer coaching and mentoring, self-directed individual learning, computer games, and multicomponent design) have the potential to improve support children and young people with disability ability to express their choices, including individual/personal, environmental, and social/living choices which can vary by gender, ethnicity and culture, socioeconomic status, and age.…”

Section: Teme 3: Limited Control and Choicementioning

confidence: 99%

Experiences of Children and Young People with a Disability in Out-of-Home Care in Australia: A Scoping Review

Gatwiri,

McPherson,

James

2024

Health & Social Care in the Community

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Children with disabilities in out-of-home care (OOHC) are an overrepresented group in Australia, yet little is known about their circumstances, needs, and experiences within OOHC. Utilising a systematic scoping review methodology, we explored the state of knowledge about the experiences of children and young people with a disability in out-of-home care in Australia. Findings in this review speak to the unmet needs and challanges that children with disabilities face in child welfare systems and how systemic failures can lead to institutional pipelines of further maltreatment, adversity, and marginalisation. The review discusses the key themes in the literature, including (i) compounding trauma and placement failures, (ii) concerns of safety, stability, and neglect, (iii) limited control and choice, and (iv) disability and multisystem involvement.

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A systematic review of self-determination interventions for children and youth with disabilities

Cited by 10 publications

References 67 publications

Developing the self‐determination of children and young people with intellectual disabilities in schools: A systematic review of the literature

Developing the self‐determination of children and young people with intellectual disabilities in schools: A systematic review of the literature

The Effect of Occupation-based Self-determination Intervention on Communication and Interaction Skills of Adolescents With Autism Spectrum Disorder

Experiences of Children and Young People with a Disability in Out-of-Home Care in Australia: A Scoping Review

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