![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
Promoting self-determination has been identified as an important practice for the successful transition of youth and young adults with disabilities, and numerous studies have examined the relationship between levels of self-determination and transition-related and postsecondary outcomes. Only a few such studies, however, have examined the global self-determination of students with disabilities. The majority of those studies measured self-determination using The Arc’s Self-Determination Scale (SDS) and involved students with intellectual disability (ID) or learning disabilities (LD), examining the impact of interventions, environment, disability category, intelligence level, and gender on self-determination. Although students with intellectual and LD are often studied as a single group, for students with cognitive disabilities, there have been no studies that examine whether assessments are measuring the same construct within these two populations. The purpose of this study is to test for measurement invariance to examine further whether a measure like the SDS is assessing the same concept in students with ID and in students with LD by conducting analysis with a series of multiple-group confirmatory factor analysis (CFA). Results showed that the SDS is measuring the same construct across both groups; however, significant differences in both groups were found in latent variances/covariances and latent means.
References
Section:
|
Algozzine, B., Browder, D., Karvonen, M., Test, D. W., Wood, W. M. (2001). Effects of interventions to promote self-determination for individuals with disabilities. Review of Educational Research, 71, 219–277. Google Scholar | SAGE Journals | ISI | |
|
Bashinski, S. M., Wehmeyer, M. L. (2002). Access CISSAR (version 1.0) [Computer software]. Lawrence: University of Kansas. Google Scholar | |
|
Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York, NY: Guilford Press. Google Scholar | |
|
Carter, E. W., Trainor, A., Owens, L., Sweden, B., Sun, Y. (2010). Self-determination prospects of youth with high-incidence disabilities. Journal of Emotional and Behavioral Disorders, 18, 67–81. Google Scholar | SAGE Journals | ISI | |
|
Cheung, G. W., Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9, 233–255. Google Scholar | Crossref | ISI | |
|
Cobb, B., Lehmann, J., Newman-Gonchar, R., Alwell, M. (2009). Self-determination for students with disabilities. Career Development for Exceptional Individuals, 32, 108–114. Google Scholar | SAGE Journals | |
|
Field, S., Sarver, M. D., Shaw, S. F. (2003). Self-determination: A key to success in postsecondary education for students with learning disabilities. Remedial and Special Education, 24, 339–349. Google Scholar | SAGE Journals | ISI | |
|
Floyd, F. J., Widaman, K. F.(1995). Factor analysis in the development and refinement of clinical assessment instruments. Psychological Assessment, 7, 286–299. Google Scholar | Crossref | ISI | |
|
Konrad, M., Fowler, C. H., Walker, A. R., Test, D. W., Wood, W. M. (2007). Effects of self-determination interventions on the academic skills of students with learning disabilities. Learning Disability Quarterly, 30, 89–113. Google Scholar | SAGE Journals | ISI | |
|
Lachapelle, Y., Wehmeyer, M. L., Haelewyck, M. C., Courbois, Y., Keith, K. D., Schalock, R., . . . Walsh, P. N. (2005). The relationship between quality of life and self-determination: An international study. Journal of Intellectual Disability Research, 49, 740–744. Google Scholar | Crossref | Medline | ISI | |
|
Lee, S. H., Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., Little, T. D. (2008). Self-determination and access to the general education curriculum. The Journal of Special Education, 42, 91–107. Google Scholar | SAGE Journals | ISI | |
|
Little, T. D. (1997). Mean and covariance structures (MACS) analyses of cross-cultural data: Practical and theoretical issues. Multivariate Behavioral Research, 32, 53–76. Google Scholar | Crossref | Medline | ISI | |
|
Little, T. D. (2013). Longitudinal structural equation modeling. New York, NY: Guilford press. Google Scholar | |
|
Little, T. D., Cunningham, W. A., Shahar, G., Widaman, K. F. (2002). To parcel or not to parcel: Exploring the question, weighing the merits. Structural Equation Modeling, 9, 151–173. Google Scholar | Crossref | ISI | |
|
Little, T. D., Slegers, D. W., Card, N. A. (2006). A non-arbitrary method of identifying and scaling latent variables in SEM and MACS models. Structural Equation Modeling, 13, 59–72. Google Scholar | Crossref | ISI | |
|
Martin, J. E., Van Dycke, J. L., Christensen, W. R., Greene, B. A., Gardner, J. E., Lovett, D. L. (2006). Increasing student participation in IEP meetings: Establishing the self-directed IEP as an evidenced-based practice. Exceptional Children, 72, 299–316. Google Scholar | SAGE Journals | ISI | |
|
Muthén, L. K., Muthén, B. O. (2012). Mplus user’s guide (7th ed.). Los Angeles, CA: Author. Google Scholar | |
|
Palmer, S. B. (2010). Self-determination: A life-span perspective. Focus on Exceptional Children, 42(6), 1–16. Google Scholar | |
|
Powers, L. E., Geenen, S., Powers, J., Pommier-Satya, S., Turner, A., Dalton, L., . . . Swand, P. (2012). My life: Effects of a longitudinal, randomized study of self-determination enhancement on the transition outcomes of youth in foster care and special education. Children and Youth Services Review, 34, 2179–2187. Google Scholar | Crossref | ISI | |
|
Shogren, K. A., Lopez, S. J., Wehmeyer, M. L., Little, T. D., Pressgrove, C. L. (2006). The role of positive psychology constructs in predicting life satisfaction in adolescents with and without cognitive disabilities: An explanatory study. The Journal of Positive Psychology, 1, 37–52. Google Scholar | Crossref | |
|
Shogren, K. A., Palmer, S. B., Wehmeyer, M. L., Williams-Diehm, K., Little, T. (2012). Effect of intervention with the Self-Determined Learning Model of Instruction on access and goal attainment. Remedial and Special Education, 33, 320–330. Google Scholar | SAGE Journals | ISI | |
|
Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Rifenbark, G., Little, T. (2013). Relationships between self-determination and postschool outcomes for youth with disabilities. The Journal of Special Education. Advance online publication. doi:10.1177/0022466913489733 Google Scholar | SAGE Journals | ISI | |
|
Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., Little, T., Garner, N., Lawrence, M. (2008). Understanding the construct of self-determination: Examining the relationship between The Arc’s Self-Determination Scale and the AIR Self-determination Scale. Assessment for Effective Intervention, 33, 94–107. Google Scholar | SAGE Journals | |
|
Wehmeyer, M. L. (1996). Student self-report measure of self-determination for students with cognitive disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 31, 282–293. Google Scholar | |
|
Wehmeyer, M. L. (2005). Self-determination and individuals with severe disabilities: Reexamining meanings and misinterpretations. Research and Practice for Persons With Severe Disabilities, 30, 113–120. Google Scholar | SAGE Journals | ISI | |
|
Wehmeyer, M. L., Abery, B., Mithaug, D. E., Stancliffe, R. J. (2003). Theory in self-determination: Foundations for educational practice. Springfield, IL: Charles C Thomas. Google Scholar | |
|
Wehmeyer, M. L., Field, S. (2007). Self-determination: Instructional and assessment strategies. Thousand Oaks, CA: Corwin Press. Google Scholar | |
|
Wehmeyer, M. L., Garner, N. W. (2003). The impact of personal characteristics of people with intellectual and developmental disability on self-determination and autonomous functioning. Journal of Applied Research in Intellectual Disabilities, 16, 255–265. Google Scholar | Crossref | ISI | |
|
Wehmeyer, M. L., Kelchner, K. (1995). The Arc’s Self-Determination Scale. Arlington, TX: The Arc National Headquarters. Google Scholar | |
|
Wehmeyer, M. L., Kelchner, K., Richards, S. (1996). Essential characteristics of self-determined behavior of individuals with mental retardation. American Journal on Mental Retardation, 100, 632–642. Google Scholar | Medline | |
|
Wehmeyer, M. L., Palmer, S. B. (2003). Adult outcomes for students with cognitive disabilities three years after high school: The impact of self-determination. Education and Training in Developmental Disabilities, 38, 131–144. Google Scholar | |
|
Wehmeyer, M. L., Palmer, S. B., Lee, Y., Williams-Diehm, K., Shogren, K. (2011). A randomized-trial evaluation of the effect of Whose Future is it Anyway? On self-determination. Career Development for Exceptional Individuals, 34, 45–56. Google Scholar | SAGE Journals | |
|
Wehmeyer, M. L., Palmer, S. B., Shogren, K., Williams-Diehm, K., Soukup, J. (2013). Establishing a causal relationship between interventions to promote self-determination and enhanced student self-determination. The Journal of Special Education, 46, 195–210. Google Scholar | SAGE Journals | ISI | |
|
Wehmeyer, M. L., Sands, D. J., Knowlton, H. E., Kozleski, E. B. (2002). Teaching students with mental retardation: Providing access to the general curriculum. Baltimore, MD: Brookes. Google Scholar | |
|
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. Google Scholar | SAGE Journals | ISI | |
|
Wehmeyer, M. L., Shogren, K. A., Palmer, S. B., Williams-Diehm, K. L., Little, T. D., Boulton, A. (2012). The impact of the self-determined learning model of instruction on student self-determination. Exceptional Children, 78, 135–153. Google Scholar | SAGE Journals | ISI |
