Date Presented 4/19/2018
This poster presents the results of a systematic review describing the effectiveness of self-determination programs used to promote posteducation transition for secondary school students with intellectual and developmental disabilities.
Primary Author and Speaker: Chia-Yang Chiang
Additional Authors and Speakers: Tsu-Hsin Howe
PURPOSE: Secondary school students with intellectual and developmental disabilities (IDD) often face significant challenges during the transition to adult life. Self-determination is considered to be the strongest predictor for a successful transition to adulthood, including employment and independence (Wehmeyer & Schwartz, 1997). Adolescents with disabilities who are more self-determined when they leave school are more likely to be employed and live independently. Therefore, promoting self-determination is considered the best practice in transition services. The purpose of this systematic review was to determine the effectiveness of self-determination programs used in transition services in facilitating necessary skills for secondary school students with IDD.
METHOD: The review was carried out by identifying articles in two phases followed by a comprehensive review. First, MEDLINE, ERIC, PsycINFO, ERIC Education Source, and OTseeker were searched for articles related to the topic in the past 10 years. Second, a manual search of the reference lists of selected articles was conducted for additional articles. Criteria for inclusion in this review were as follows: original scientific reports of studies of secondary school students with IDD; focus on evaluating the effects of programs or interventions to improve self-determination skills; programs developed on the basis of self-determination principles; at least one outcome measure related to functional skills including education, supportive employment, and successful community living; and programs conducted in the United States.
RESULTS: A total of 66 studies were included in the final review. Seventeen studies met the inclusion criteria. From these studies, 10 self-determination programs were identified. The objectives of these programs included increasing self-awareness and self-advocacy skills, improving social skills, and enhancing the development of functional skills. The most commonly reported self-determination programs used the Beyond High School Model and Self-Directed Individualized Education Plan curricula. Both curricula were designed to promote improvement in students’ self-determination skills. Strong to moderate evidence supports the effectiveness of both curricula. This review identified no intervention that would assist students to directly improve activities of daily living skills or independent living skills.
CONCLUSION: Occupational therapy practitioners working students with IDD in the transition to adult roles can contribute to the development of self-determination skills by not only deploying existing evidence-based curricula but also establishing new curricula to address areas that are currently lacking.
References
Davidson, D. A. (2014). Facilitating employment for adults with intellectual and developmental disabilities In K. Haertl (Ed.), Adults with intellectual and developmental disabilities: Strategies for occupational therapy (pp. 285–310). Bethesda, MD: AOTA Press.
Wehmeyer, M. L., & Schwartz, M. (1997). Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation or learning disabilities. Exceptional Children, 63, 245–255. https://doi.org/10.1177/001440299706300207
