Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

A Pilot Study of a Self-Determination Curriculum on Secondary Students

Brent A. Askvig, Ph.D., Melissa Naslund, Ph.D., Evan D. Borisinkoff, Ph.D., Rebecca Daigneault, MSW
  • Brent A. Askvig, Ph.D. (Author) Minot State University image/svg+xml
    Brent A. Askvi g Dr. Askvig is the Executive Director of the North Dakota Center for Persons with Disabilities (NDCPD) and is a professor of special education at Minot State University. He holds a Ph.D. from the University of Idaho with specializations in special education and educational research.
  • Melissa Naslund, Ph.D. (Author) Minot State University
    Melissa N. Naslun d Dr. Naslund is a Core Faculty member of Clinical Mental Health Counseling at Union Institute and University. She is also the Behavioral Science Director of the University of North Dakota Center for Family Medicine. She has a Ph.D. in Human Development with an emphasis in Counselor Education and Supervision from North Dakota State University. Dr. Naslund’s expertise lies in mental health, human service and disability fields as a researcher, consultant, grant writer and counselor.
  • Evan D. Borisinkoff, Ph.D. (Author) Minot State University
    Evan D. Borisinkof f Dr. Borisinkoff is an Associate Professor at Minot State University, and teaches undergraduate and graduate level coursework for the Department of Special Education. He has a Ph.D. in Special Education with an emphasis in Intellectual Disability and Autism Spectrum Disorders from the University of New Mexico. His research interests focus on applied behavior analysis and transition to adult life.
  • Rebecca Daigneault, MSW (Author) Minot State University
    Rebecca D. Daigneaul, Rebecca Daigneault is an Assistant Professor and Field Director of Social Work at Minot State University. She has a Master of Social Work degree from New Mexico State University. Ms. Daigneault is the project director of the Indians into Disability Studies grant through the North Dakota Center for Persons with Disabilities, funded by the US Department of Health and Human Services, Administration on Community Living. Her scholarly interests include cultural diversity and cultural and linguistic competence.
DOI
https://doi.org/10.64546/jaasep.423
Abstract
Special educators routinely help students develop their self-determination skills. One way this has been achieved is to provide instruction to the student on how they can lead aspects of their individualized education program (IEP) meeting. A pre-post-post single group design was used in this study to examine if, and to what degree, the implementation of the Choicemaker (Martin et al., 1996) modified self-directed IEP curriculum impacted self-determination levels for nine high school students diagnosed with various disabilities such as specific learning disabilities, other health impairments, and mild intellectual disability. This study addressed students in rural communities who received special education services through a variety of service delivery formats. These students were taught how to lead and participate in their IEP meetings. Two measures of overall and subscale aspects of self-determination were used along with a global teacher rating of student participation. The results conveyed an increase in self-determination levels after students participated in their IEP meetings.
Keywords
Cooperative Planning, High School Students, Individualized Education Programs, Personal Autonomy, Pilot Projects, Pretests Posttests
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How to Cite
Askvig, B. A., Naslund, M., Borisinkoff, E. D., & Daigneault, R. (2020). A Pilot Study of a Self-Determination Curriculum on Secondary Students. Journal of the American Academy of Special Education Professionals, 15(2), 21-40. https://doi.org/10.64546/jaasep.423

Spring/Summer 2020

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  • Article Type Articles
  • Submitted April 7, 2020
  • Published June 15, 2020
  • Issue Spring/Summer 2020
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