Striving for autonomy in a contingency‐governed world: Another challenge for individuals with developmental disabilities

Abstract

The purpose of this article is to provide the reader with an orientation to the concepts and principles of autonomy and self-determination and the application of those concepts and principles to working with children and adolescents who have intellectual and developmental disabilities (ID/DD), including autism. Self-determination is essentially the ability of a person to be autonomous as to meaningful life choices and encompasses activities such as problem solving, decision making, goal setting, self-observation and evaluation, self-management and reinforcement, acquiring an internal locus of control, experiencing positive attributions of efficacy and outcome expectancy, developing a realistic and positive self-image, and self awareness. The lack of opportunities for self-determination, personal expression and consideration of personal preferences experienced by this population has been associated with increased psychiatric disturbance. Several principles supporting self-determination, including positive psychology and use of positive alternatives, are discussed by the authors. Further, practices that generate more opportunities for individuals to exercise personal control and autonomy across activities and environments in order to prevent psychological problems are discussed. Finally, the school psychologist's role in promoting the development of autonomy and self initiative among children and adolescents with ID/DD are outlined within the contexts of assessment practices, interventions and curriculums, positive behavior support technology, and continued educational reforms and systems change. © 2004 Wiley Periodicals, Inc. The Importance of AutonomyPersonal autonomy and empowerment, as defined by the opportunity to make choices and decisions regarding one's quality of life free from undue external influence or interferences, are central to the principles of self-determination (Wehmeyer, 1996a, p.18). Self-determination encompasses the ability of a person to be autonomous in terms of meaningful life choices. Autonomy is essential in several important life activities, including choice making, problem solving, decision making, goal setting and goal attainment, self-observation and evaluation, self-management and reinforcement, operating from an internal locus of control, making positive attributions of efficacy and outcome expectancy, obtaining a realistic and positive self-image, and self awareness. Research by Wehmeyer and his colleagues at the Association for Retarded Citizens (Arc ) National Headquarters (Wehmeyer, Kelchner, & Richards, 1996) showed that of the four core components of self determination (i.e., autonomy, self-regulation, psychologically empowered self-initiative, and selfrealization), proficiencies in autonomy and self-initiative were the most powerful predictors of self-determined behavior.Expressing personal preferences, making autonomous decisions based on those preferences, and assuming personal responsibility for the course of one's life choices are expressions of freedoms most of us enjoy...

Adolescents with Disabilities

“…Self-determination is essentially a person's ability to independently make meaningful life choices and encompasses activities such as problem solving, decision making, goal setting, self-observation and evaluation, self-management and reinforcement, acquiring an internal locus of control, experiencing positive attributions of efficacy and outcome expectancy, developing a realistic and positive self-image, and selfawareness (Clark et al 2004). Obtaining a sense of autonomy constitutes a major goal for most individuals with disabilities, particularly in the transition from childhood to adolescence and adolescence to adulthood.…”

Conceptions of Participation in Students with Disabilities and Persons in Their Close Environment

“…Autonomy appears to be essential for facilitating optimal functioning, social development, and personal well-being. Clark, et al (2004) states that facilitating autonomy enhances psychological health. Autonomy can be seen as a personal factor or as taking available opportunities.…”

The role of positive psychology constructs in predicting life satisfaction in adolescents with and without cognitive disabilities: An exploratory study

“…However, Schalock (2004) identified positive psychology as a component of the ''emerging disability paradigm'' (p. 204) because of its implications for organizing conceptions of personal well-being in people with intellectual disabilities. And the growing body of research on promoting strengths in adolescents with disabilities (Clark, Olympia, Jensen, Heathfield, & Jenson, 2004;Grant, Ramcharan, & Goward, 2003;McCullough & Huebner, 2003) suggests that the positive psychology movement has brought increased attention to the importance of building on positive characteristics as a means to promote valued outcomes in adolescents both with and without disabilities. Positive psychology research, however, is still in its infancy and, to some degree, still occurs in relative isolation.…”