1. SIS-CHILDREN Sections
CHILDREN AND ADOLESCENTS WITH INTELLECTUAL DISABILITY: RELATIONSHIP BETWEEN SUPPORT NEEDS AND SELF-DETERMINATION
Verdugo, M.A.1, Vicente, E.1, Guillén, V.1, Jordán de Urríes, F.B.1, Gómez-Vela, M.1, Arias, B.2 & Navas, P.1
1 INICO- Universidad de Salamanca; 2 INICO-Universidad de Valladolid
INTRODUCTION
GOAL
Current studies underline the importance of supports in the lives of people with intellectual disabilities to be able to express self-determination (Shogren & Broussard, 2011).
According to Schalock et al., (2010) supports are understood as a main element to achieve improved personal outcomes, as, for example, the improvement of quality of life and self-determination.
The main goal is to analyze the relationship between support needs and self-determination in children and adolescents with intellectual disabilities.
With the aim of studying the nature of the relationship between both constructs, scores from the Support Intensity Scale for Children and the self-determination ARC-INICO scale were obtained.
METHOD
Sample
Instruments
N=35
Assessment of 61 activities
in 7 daily life areas
2 respondents
SIS for Children
Assessment of 4 essential characteristics of self-determination
Self-report with supports
ARC-INICO Scale
Home
Community
Scholar Participation
Scholar Learning
Safety and Healthy
Social
Advocacy
Autonomy
Self-regulation
Psychological Empowerment
Self-realization
RESULTS
SIS-CHILDREN Sections
SIS-CHILREN
Home
Community
Scholar Participation
Scholar Learning
Safety and Healthy
Social
Advocacy
Total
ARC-INICO Sections
Autonomy
-,477**
-,451**
-,429*
-,262
-,448**
-,338*
-,401*
-,483**
Self-regulation
-,444**
-,324
-,352*
-,181
-,379*
-,376*
-,416*
Psychological Empowerment
-,092
-,126
-,083
,109
-,152
-,085
-,149
-,100
Self-realization
-,354*
-,236
-,284
,023
-,204
-,166
-,154
ARC-INICO Scale
-,493**
-,423*
-,421*
-,177
-,439**
-,349*
-,402*
-,466**
This poster has been written within the framework of the research project I+D PSI funded by the Spanish Ministry of Science and Innovation and the fundation to contract researchers cofinanced by the European Social Fund (Orden EDU/1867/2009).
CONCLUSIONS
These results show the existence of a significant and inverse correlation between support needs and self-determination in students with intellectual disabilities. Students who obtained higher scores in the Support Intensity Scale for Children had lower scores in self-determination ARC-INICO scale.
Besides, there are significant and inverse correlations between most sections of both scales, except “Scholar learning”.
Finally, the future research, with a larger sample, will analyze the relationship among support needs and self-determination carefully. Furthermore, the influence of personal and environmental factors will be analyzed through multiple regression procedures.
Pictures from INICO Photography Contest
Schalock, R. L., Borthwick-Duffy, S.A., Bradley, V. J., Buntinx, W.H.E, Coulter, D., Craig, E. M., …Yeager, M. H. (2010). Intellectual disability, definition, classification and systems of supports (11ª Ed.). Washington, DC: American Association on Intellectual and Developmental Disabilities.
Schalock, R. & Verdugo, M.A. (2002). Quality of life for human service practitioners. Washington, DC: American Association on Mental Retardation.
Shogren, K. A. & Broussard, R. (2011). Exploring the Perceptions of Self-Determination of Individuals with Intellectual Disability. Intellectual and Developmental Disabilities, 49(2),
Thompson, J. R., Bradley, V. J., Buntinx, W.H.W, Schalock, R. L., Shogren, K. A, Snell, M. E., …Yeager, M. H. (2010). Conceptualizando los apoyos y las necesidades de apoyo de personas con discapacidad. Siglo Cero, 41, 7-22.
Wehmeyer, M. L. (2001). Assessment in Self-Determination: Guiding Instruction and Transition Planning. Assessment for Effective Intervention. 26(4),
REFERENCES