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ERIC Number: EJ1141747
Record Type: Journal
Publication Date: 2017-Jun
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1088-3576
EISSN: N/A
Comparisons of Self-Determination among Students with Autism, Intellectual Disability, and Learning Disabilities: A Multivariate Analysis
Chou, Yu-Chi; Wehmeyer, Michael L.; Palmer, Susan B.; Lee, Jaehoon
Focus on Autism and Other Developmental Disabilities, v32 n2 p124-132 Jun 2017
This study examined differences in self-determination among students with autism spectrum disorders (ASD), students with intellectual disability (ID), and students with learning disabilities (LD). A total of 222 participants with an equal size group for each of the three disability categories were selected to participate in the comparison of total self-determination and domain scores. A multivariate analysis of covariance (MANCOVA) was performed on four dependent variables (DVs)/factors, including autonomy, self-regulation, psychological empowerment, and self-realization. The results indicated that students with ASD had significantly lower levels of autonomy compared with students in either other group; that students with ID had significantly lower levels of self-regulation than students with LD, but not significantly different from students with ASD; that students with ASD and students with ID had significantly lower levels of psychological empowerment than students with LD; and that students with ID had significantly lower levels of self-realization than students with LD, but not significantly different from students with ASD. Suggestions for future research and implications for educators were also discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A