Development of Self-Management in an Individual with Mental Retardation

Abstract

The development of self-management skills in an individual with Down syndrome is explored through ethnographic methodology, including interviews, observations, and document reviews. The culture of the case subject was explored to determine how her home life, family (including her twin brother), schooling, and community experiences have contributed to her abilities to selfregulate. Development of her self-monitoring skills was investigated through the memories of the adults who knew her currently and in the past. Triangulation was accomplished across and within data types and sources. Data analysis employed the constant comparative method (Lincoln & Guba, 1985). The case subject was shown to self-monitor in many ways and in different settings. Her mother's parenting strategies were compared to Vygotsky's developmental theories. Outcomes suggested that culture had a large impact on the development of self-monitoring and that early and continuing intervention and a "practical expectation of normalcy" might be keys in this development. This qualitative case study explored the development of self-management in an individual with mental retardation. This development is tied to literature on selfmonitoring by individuals with disabilities and the writings of Vygotsky. The case study focused on Sandy Merimac (pseudonym), a teenager with Down syndrome who lived with her mother and twin brother. Her culture was explored through interviews, observations, and document reviews to discover how her family, school, and community contributed to the development of her self-management skills. My curiosity about how Sandy had developed self-management abilities, plus the literature associated with this interest, led to the specific issues of this study-Sandy's development of self-management skills-a focus in which context would be important and through which Sandy could be known and understood better (see Note). Because I was going to be investigating the how of something, and because this person was one individual, a qualitative case study method seemed viable. I was not interested in numbers or empirical results. I wanted to get to know the primary informant in certain ways that might reveal how her selfAddress: Gail M. Richardson, 835 N. Westlink, Wichita, KS 67212.

Reviewing Resources on Self-Determination

“…For example, parents can model concrete advocacy skills and teach their children coping techniques and adaptability as together they face the challenges of the child's disability. In studying the development of self-management in an individual with mental retardation, Richardson, Kline, and Huber (1996) found that the young woman's mother had been a primary influence on her development of self-reliance. In contrast, professionals in counseling psychology have noted a trend in U.S. society-called parentification-in which busy parents abdicate their caregiving role, leaving children to try to parent themselves (Chase, 1998).…”