The Effects of Instruction on Self-Determination on Transition Students' Levels of Goal-Setting, Goal Expression and Action
Date of Award
Master of Education (MEd)
Special Education and Rehabilitation
Students with disabilities in transition from school to adulthood often experience problems with self-determination skills, especially goal-related skills (e.g., goal setting, expression, and taking action). Instruction in these skills is needed. This project examined the effect of instructing portions of the self-determination intervention Whose Future is it Anyway? (WFA) dealing with goal-related skills and its effect on goal setting, expressing, and taking action. Participants included five students with disabilities in a transition program ages 18 to 21. Procedures involved a pretest using the ChoiceMaker Assessment and the Arc Scale, followed by the implementation of the WFA intervention, and posttests using the same two assessments as well as a rating scale completed by teachers independent of the study administered immediately following the intervention. The measures of participants' goal-setting, expression, and taking action as measured by teachers independent of the study increased using the ChoiceMaker assessment and Teacher's Scale showed a degree of growth during the intervention. The student-reported measures using the Arc scale did not show an increase due to a poor match between the curriculum and the researcher's choice of questions from the scale. The results that were obtained have implications in terms of knowing that goal-related skills can be increased through the use of self-determination interventions. These finding may have implications for additional research and curriculum usage in high schools.
Sorensen, Scott Charles, "The Effects of Instruction on Self-Determination on Transition Students' Levels of Goal-Setting, Goal Expression and Action" (2013). All Graduate Plan B and other Reports. 293.
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