Self-Determination for Individuals with Cognitive

Disabilities

Center for Self-DeterminationLaura Huber Marshall

College of Education

University of Colorado at Colorado Springslhmarsha@uccs.edu 719-262-4168

Center for Self-Determination Mission

To promote research and exemplary demonstrations that facilitate the capacities of individuals with disabilities to choose, set goals, and self manage their lives.

What is self-determination? • Ward (1988) defines self-determination

as attitudes that lead people to define goals for themselves and their ability to achieve those goals.

• Field and Hoffman (1994) define self-determination as the ability to define and achieve goals based on a foundation of knowing and valuing oneself.

Why is self-determination important?

• Wehmeyer and Schwartz (1997) found that self-determined students were more likely to have achieved positive adult outcomes than peers who were not self-determined.

• Individuals with Disabilities Education Act (IDEA) requires that students’ Individual Education Plan (IEP) activities must be based upon student preferences and interests.

What are our past and current projects?

We received four US Department of Education, Office of Special Education Programs, model demonstration and outreach grants totaling $1.95 million.– ChoiceMaker Self-Determination Curriculum and

Lessons– Choose and Take Action Software and Lessons– Choice Making for Elementary Students– ChoiceMaker Network

ChoiceMaker Curriculum & Lessons

Lessons and videos to teach students to identify their interests, skills, and limits then use this information to set and accomplish goals in different areas of their lives.

ChoiceMaker Curriculum & Lessons

Goals Lessons

1. Choosing Goals

A. Student Interests • Choosing Employment Goals

B. Student Skills & Limits • Choosing Personal Goals

C. Student Goals • Choosing Education Goals

2.Expressing Goals

D. Student Leading Meeting • Self-Directed IEP

E. Student Reporting

3. Taking Action

F. Student Plan • Take Action

G. Student Action

H. Student Evaluation

I. Student Adjustment

QuickTime™ and aPhoto - JPEG decompressor

are needed to see this picture.

Sample Lessons

hard job easy job

weekdays only weekends too

part time full time

quiet workplace loud workplace

work alone

WHAT I LIKEbefore work

Circle what is here. Matches

work with lots of people

hard job easy job

weekdays only weekends too

part time full time

quiet workplace loud workplace

work alone work with lots of people

Y N

Y N

Y N

Y N

Y N

Circle what you like.

NAME: DATE: JOB SITE:WHAT IS HERE

after work

CHARACTERISTICS I LIKE VS HERE

*Star top10. ¦ 4 most preferred.

¦*

@University of Colorado, 1999

School Work Habits and Academic Skills

School Work Habits

Habits I Think Teacher Thinks Matches

1. Attends class

regularly

very good 3

ok 2

needs improvement 1

very good 3

ok 2

needs improvement 1

yes no

2. Arrives to

class on time

very good 3

ok 2

needs improvement 1

very good 3

ok 2

needs improvement 1

yes no

3. Brings needed

materials

very good 3

ok 2

needs improvement 1

very good 3

ok 2

needs improvement 1

yes no

4. Ready when

class begins

very good 3

ok 2

needs improvement 1

very good 3

ok 2

needs improvement 1

yes no

5. Turns in

completed

homework

very good 3

ok 2

needs improvement 1

very good 3

ok 2

needs improvement 1

yes no

@University of Colorado, 2000

CHOOSING GENERAL GOALS

Name_________________________________________ Transition Area __________________________

YES4. Do I have the skills to meet the requirements?

Go to #5 andconsider your limits.

NO

NO

Can I learnthe skills?

YES

Learn skills

Re-evaluate interest

SkillsYES Write skills3. Do I know

my skills?NO

Find out skills

Find out requirementsRequirements

YES Write requirements2. Do I know what is required to do this?

NO

Find out interestsInterestsWrite interests1. Do I know

my interests?

YES NO

GoalsCHRISTINA

COLLEGE DEGREE INPHOTOGRAPHY

GOOD PHOTOGRAPY SKILLSGO TO COLLEGEGOOD GRADES

GOOD AT PHOTOGRAPHYGRADES OK

TAKE STUDY SKILLSCLASSES IN HIGH SCHOOL

EDUCATION

@University of Colorado, 1997

@University of Colorado, 1997

DirectionsGoal Write your goal on the line below.

1. Plan Write a plan to accomplish your specific goal. Complete the three parts of the plan by answering the questions in each box.

2. Action Each day, review your action. Answer the question, "Did I meet my Goal?" Answer the questions in each box.

3. Evaluate After you complete the Action questions, evaluate whether each part of your plan worked. Write the reasons they did ordidn't work in each box. Answer the question, "What were the main reason you got these results?" Look at your reasons in theEvaluate boxes. Decide which of those are the main reasons you got the results you did. Write them in the space under the question.

4. Adjust Decide if you want to change your Goal. If you do want to change it, write a new one on the line. You will probablywant to adjust the parts of your plan that didn't work. Write the changes in the boxes. Remember which parts of your plan didwork so you can use them again.

Name______________________________________________________________ Date __________________________

TAKE ACTION (page 1)

1. Student Plan

SUPPORTWhat help do I need?

STRATEGYWhat methods will I use?

SCHEDULEWhen will I do this?

Goal___________________________________________________________________________________

@University of Colorado, 1999

Research In a comparison of the McGill Action

Planning System (MAPS) and the ChoiceMaker Curriculum’s Choosing Goals lessons taught to students with mental retardation, the results favored the ChoiceMaker lessons on teacher and student self-determination scales and efficiency of instruction.

– Cross, Cooke, Wood, & Test (1999)

Six adolescents with mild to moderate mental retardation were taught to attain their IEP (Individual Education Plan) goals using the ChoiceMaker Curriculum’s Take Action lessons. Results show that all students learned to meet their daily goals and maintained this performance after withdrawal of instruction.

– German, Martin, Huber Marshall, Sale (1999)

Choose and Take Action Software & Lessons

Interactive software, lessons, and community experiences designed to assist students with significant cognitive disabilities in making employment choices.

ChooseSelect job activity and

setting to try (on computer)

Try ItComplete plan

at setting(in community)

EvaluateEvaluate theplan results

(on computer)

Choose AgainDecide to try again or

try something else(on computer)

Choose and Take Action Process

PlanDevelop a plan for

the setting(on computer)

work at the rightspeed?

STUDENT EVALUATION

listen?

ask questions ifI didn’t understand?

yes no

do the work cor-rectly?grocery

store

big, openspace

stockshelves

InterestsDid I like...

SkillsDid I ...

STUDENT PLANName________________________ Supervisor ____________________________ Date____________________

I will stock shelves at a grocery store. It is a big, open space and workerswear uniforms.

yes no

@University of Colorado, 2001

Field Testing

• Field tested in four states

• Findings incorporated into the software and instructional materials

• Revised and field tested again in 27 schools in six states

Choice Making for Elementary Students

Lessons to teach elementary students to use self-determination skills to meet academic standards and behavior and social expectations.

Critical Topics to Teach in Elementary Schools

Responsibility Organization Academics Self-Advocacy Respecting Others Goal Setting & Attainment Social Skills Education Participation Good Behavior Self-Evaluate & Adjust

Self Esteem/Efficacy Safety & Health Choice Making Self-Awareness

Findings from focus groups conducted in spring 2000

Choosing and Reaching Reading Goals Lessons

• Student learns the reading standard.• Student chooses a goal focused on a reading

skill.• Student writes plan. • Student acts on plan.• Student and teacher evaluate reading

performance.• Student adjusts goal, plan, or action to meet

standard.

@University of Colorado, 2001

Adjust Flow Chart - Decoding

1.Did I meet my goal?

YES

YES NO

3b.Change my goal.Change to morewords per minute

ORa higher book

level.

NO 2b.Am I getting better?

YES NO

4d.Change my

plan.Change thestrategies orschedules.

3c.On my goal, did I set the words

per minute too high?

YES NO

4a.Change my

goal.Change to fewer

words perminute.

5b.Change my

goal.Change the

date.

5a. I’m on track.

I’ll keepgoing.

YES NO

4b.Am I going to meetmy goal by by date?

Name ______________________Date _______________________

Lesson 16

3d.On my goal, did I set

my book level too high?

4c.Change my

goal.Change to

a lower booklevel.

YES NO

2a.On my goal, did I set the words readin a minute and the book level high

enough?

3a.Set a new goal

Change toa different

reading skill.

@University of Colorado, 2001

ChoiceMaker Network

Trained trainers in five states in ChoiceMaker and other self-determination curricula to teach teachers, parents, administrators, and students.

ChoiceMaker NetworkEnd of Project Summary

Before

ChoiceMaker

Network

During

ChoiceMaker

Network

Students

Involved in self-

determination

activities

385 4404

People trained in self-determination

Special Educators 73 671

Agency Personnel 26 203

General Educators 5 147

Administrators 1 154

Parents 56 682

Past and Current Project Collaborators

• National, state, and local grant projects• Other universities, CU campuses and

departments• Colorado Department of Education• Numerous school districts • Adult service agencies and parent and

advocacy centers• Sopris West Educational Services -

publication, technology, and training

Future Projects Ideas Seek funds for the development and research

of multi-media instructional materials and technology combining the self-determination skill instruction with acquisition of the following:• academic standards• positive post-school outcomes (personal,

educational, and vocational)• family guidance and support• promotion of social skills and behavioral supports

ReferencesCross, T., Cooke, N. L., Wood, W . M., Test, D.W. (1999). Comparison of the effects of MAPS

and ChoiceMaker on student self-determination skills. Education and Training in Mental Retardationand Developmental Disabilities 34(4), 499-510.

Field, S., & Hoffman, A. (1994). Development of a model for self-determination. Career

Development for Exceptional Individuals, 17(2), 159 - 169.German, S. L., Martin, J.E., Huber Marshall, L. & Sale, R. (2000). Promoting self-

determination: Using Take Action to teach goal attainment. Career Development for ExceptionalIndividuals 23(1), 27-38.

Martin, J. E., Huber Marshall, L, De Pry, R. L., (2001). Participatory decision-making:Innovative practices that increase student self-determination. In R. W. Flexer, Tl J. Simmons, P. Luft, &R. Baer (Eds.), Transition planning for secondary students with disabilities. Columbus: Merrill.

P.L. 101-476, (1990). Individuals with Disabilities Education Act, Amendment of 1990, 20U.S.C. § 1400 ff.

Ward, M. J. (1988). The many facets of self-determination. National Information Center forChildren and Youth with Handicaps: Transition Summary, 5, 2 - 3.

Wehmeyer, M. & Schwartz, M. (1997). Self-determination and positive adult outcomes: Afollow-up of youth with mental retardation or learning disabilities. Exceptional Children, 63(2), 245-255.