1. Teaching Self-Determination to students with Emotional/Behavioral Disabilities Beth Ackerman, Ed.D. CCBD International Conference October 3, 2003

2. History of Self-Determination Normalization Normalization Transition Outcomes Transition Outcomes Importance of self-determination Importance of self-determination

3. Definition of Self-Determination Various definitions from various researchers Various definitions from various researchers Hoffman and Field (1995) – “one’s ability to define and achieve goals based on a foundation of knowing and valuing oneself” Hoffman and Field (1995) – “one’s ability to define and achieve goals based on a foundation of knowing and valuing oneself”

4. Models of Self-Determination OSERS self-determination initiative OSERS self-determination initiative Various models Various models Wehmeyer’s Model Wehmeyer’s Model Martin and Marshall (1995) Choice Maker & Taking Action Martin and Marshall (1995) Choice Maker & Taking Action Abery’s Ecosystem Model Abery’s Ecosystem Model Field and Hoffman’s Model Field and Hoffman’s Model

5. Steps to Self-Determination (Field & Hoffman’s Model, 1996) Know Yourself Know Yourself Value Yourself Value Yourself Plan Plan Act Act Experience Outcomes & Learn Experience Outcomes & Learn

6. Know Yourself Dream Dream Know your strengths, weaknesses, needs, and preferences Know your strengths, weaknesses, needs, and preferences Know the options Know the options Decide what is important to you Decide what is important to you

7. Value Yourself Accept and value yourself Accept and value yourself Admire strengths that come from uniqueness Admire strengths that come from uniqueness Recognize and respect rights and responsibilities Recognize and respect rights and responsibilities Take care of yourself Take care of yourself

8. Plan Set goals Set goals Plan actions to meet goals Plan actions to meet goals Anticipate results Anticipate results Be creative Be creative Visually rehearse Visually rehearse

9. ACT Task risks Task risks Communicate Communicate Access resources and support Access resources and support Negotiate Negotiate Deal with conflict and criticism Deal with conflict and criticism Be persistent Be persistent

10. Experience Outcomes & Learn Compare outcome to expected outcome Compare outcome to expected outcome Compare performance to expected performance Compare performance to expected performance Realize success Realize success Make Adjustments Make Adjustments

11. Research Questions 1. Are there differences between pre- and post- assessments on each of the 37 Self-Determination Knowledge Scale? 1. Are there differences between pre- and post- assessments on each of the 37 Self-Determination Knowledge Scale? 2. Are there characteristics of the adolescents that are related to the scores? 2. Are there characteristics of the adolescents that are related to the scores?

12. Research Design The Steps to Self-Determination curriculum by was used as an intervention. The Steps to Self-Determination curriculum by was used as an intervention. Pre and Post tests were given to determine if there is an increase in scores from the Self-Determination Knowledge Scale (SDKS). Pre and Post tests were given to determine if there is an increase in scores from the Self-Determination Knowledge Scale (SDKS). Data was analyzed to determine if there are differences in the characteristics of the adolescents as they relate to the scores. Data was analyzed to determine if there are differences in the characteristics of the adolescents as they relate to the scores.

13. Participants 21 students from a private day school for students with emotional and behavioral disabilities 21 students from a private day school for students with emotional and behavioral disabilities

14. Research Findings 9 of the 21 students demonstrated knowledge of self-determination on the pre-test. Many of the students did not maintain this knowledge. 9 of the 21 students demonstrated knowledge of self-determination on the pre-test. Many of the students did not maintain this knowledge. On the specific items that were missed in the pretest, there was very little progress made in gaining knowledge on the posttest for these items. On the specific items that were missed in the pretest, there was very little progress made in gaining knowledge on the posttest for these items. No pattern was observed in terms of the self-determination knowledge and the student characteristics. No pattern was observed in terms of the self-determination knowledge and the student characteristics.

15. Implications of the research Assessments and the curriculum were given at the end of the school year. Assessments and the curriculum were given at the end of the school year. Nearly half of the students demonstrated knowledge of self- determination on the pretest. Nearly half of the students demonstrated knowledge of self- determination on the pretest. Implications for further research Implications for further research