Enhancing Self-Determination Skills for Students With Emotional and Behavioral Disorders

Abstract

Research suggests a potential relationship between self-determination and improved post-school outcomes for students with disabilities. Self-determination represents a particularly relevant variable which deserves increased attention for students with emotional and behavioral disorders (EBD); however, there is no consistent understanding on how to actually design instruction to enhance self-determination for students with EBD. This article offers a person-centered planning system developed for and in collaboration with students with EBD to address such post-school outcomes through the development of youth autonomy and goal-setting.

Implementing UDL: Development of Purposeful and Motivated Students

“…According to Barrineau et al (2009), motivated learners create challenges to learn from each other, hence planning, implementing and evaluating their learning achievements together. Macgowan and Wong (2017) and Zirkus and Morgan (2020) emphasise that collaborative learning is as valuable as individual progress; it increases self-confidence (Chen, 2020) and enhances personal potential (Pejuan & Antonijuan, 2019), and the teacher becomes a role model of appropriate respectful behaviour in the process (Apaydin & Seçkin, 2013). It is important to note that challenges enable a deeper understanding of the analysed phenomena and enhance the pupils' relation with the environment (Davis & Sumara, 2002;Kaukko & Wilkinson, 2020), whereas the purposeful choice of learning and behaviour can strengthen motivation (Anderson, 2016).…”

Effect of occupational therapy on self-determination skills of adolescents at risk of emotional and behavioral disorders: A randomized controlled trial

“…Thus, training programs in self-determination skills for youth with disabilities are important ( 11 ). Also, learning self-determination skills can help students with EBD make positive decisions as adults ( 12 , 13 ). The model of self-determination developed by Field and Hoffman (1994) ( 14 ) emphasizes core concepts such as personal values, self-knowledge, and engagement in meaningful occupations.…”