Effects of Self-Determination Interventions on the Academic Skills of Students with Learning Disabilities

Abstract

Given the importance of both academic and self-determination skills for students with disabilities, it is important to identify efficient ways to deliver instruction in these essential areas. This literature review synthesizes intervention research that has examined the effects of self-determination interventions on academic skills for students with learning disabilities (LD) and/or attention deficit/hyperactivity disorder (ADHD). Our findings revealed that self-management interventions were most often studied, followed by interventions that combined self-management with one or more other self-determination components. Effects ranged from very weak to very strong. Effects were strongest when (a) interventions that combined self-management with goal setting were used to increase students' productivity, and (b) goal-setting interventions were used to improve math skills. Most of the studies included in the review were of high quality; however, some areas could be improved.

Correlation and Predictive Relationship between Self-determination Instruction and Academic Performance of Students with Disabilities

“…The results of this study showed a positive correlation between self-determination instruction delivered by special education teachers and the academic performance of students with disabilities, which is consistent with findings of past research [10,11,13,17,31]. The students who participated in this study were quite diverse, including students with mild to moderate intellectual disabilities, autism, and multiple disabilities and were selected from varied settings, from resource rooms to self-contained classrooms.…”

“…International studies have also confirmed that self-determination and academic performance of students with disabilities are closely related. Regardless of the type of disabilities, such as learning disabilities [17,31], intellectual disabilities & autism [10,11], and multiple disabilities [4], students with a higher degree of selfdetermination tend to have better academic performance, whereas the academic performance of students with a lower degree of self-determination is likely to be poorer.…”

“…Adopting a meta-analysis method, Konrad et al [17] explored the effectiveness of teaching self-determination skills on the academic performance of students with intellectual disabilities from primary school to undergraduate level. Fowler et al [10] adopted a meta-analysis approach and investigated the impact of self-determination training on improving the academic achievement of students with cognitive disabilities.…”

Paraprofessional Involvement in Self-Determination Instruction for Students with High-Incidence Disabilities

“…In other words, the majority of paraprofessionals reported sometimes or often being involved in teaching each skill. Although some skills (e.g., problem-solving skills, choice-making skills) were reported to have been addressed somewhat more often than others (e.g., goal setting and attainment, decision making), paraprofessionals' reports provide further evidence that self-determination instruction is gaining a noticeable place in the education of students with high-incidence disabilities (Eisenman, 2007;Konrad, Fowler, Walker, Test, & Wood, 2007). Unfortunately, we do not know the specific forms that this instruction took (e.g., curricular programs, discrete instruction, encouraging skill use) or the extent to which highly qualified teachers directed and supervised these efforts.…”

Teaching Students to Attain Annual Transition Goals Using the Take Action Goal Attainment Lessons

“…Self-determination skills enable students with disabilities to have improved academic performance (Konrad, Fowler, Walker, Test, & Wood, 2007), and successful postschool education, employment, and community living outcomes (Martorell, Gutierrez-Recacha, Pereda, & Ayuso-Mateos, 2008;Test et al, 2009;Wehmeyer & Schwartz, 1997).…”