Tomaszewski Brianne, Kraemer Bonnie, Steinbrenner Jessica R, Smith DaWalt Leann, Hall Laura J, Hume Kara, Odom Samuel
Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA.
TEACCH Autism Program, UNC-Chapel Hill, Chapel Hill, North Carolina, USA.
Autism Res. 2020 Dec;13(12):2164-2176. doi: 10.1002/aur.2337. Epub 2020 Aug 2.
Self-determination refers to an individual being a causal agent in their daily activities, including the ability to express their own needs, interests, and wants, make choices, and set goals. Self-determination is critical during adolescence and has been linked to positive educational outcomes in individuals with disabilities. Few studies have characterized the measurement of self-determination in adolescents with autism spectrum disorder (ASD). The purpose of the current study was to (a) examine the agreement across the American Institutes for Research Self-Determination Scale (Wolman et al., AIR Self-determination scale and user guide. Palo Alto, CA: American Institute for Research, 1994) student, educator, and parent forms for high school students with ASD, and (b) examine student and family predictors of self-determination. Participants included adolescents with ASD (N = 547, mean chronological age = 16.1 years, SD = 1.4 years), their parents, and educators. Student reports did not correspond to parent or educator reports, and parent and educator reports were in moderate agreement. Adaptive behavior was a significant predictor of self-determination across reporters, highlighting the significance of adaptive behavior skills during high school. In addition to promoting adaptive behavior, supporting family empowerment, and reducing family burden may help to increase self-determination in high school students with ASD. LAY SUMMARY: Self-determination refers to the abilities and opportunities for students to make choices, plans, and set goals. The current study examined self-determination from multiple perspectives in a large, diverse sample of high school students with ASD. Students, parents, and their teachers each completed a questionnaire on self-determination and had little to some agreement across reporters. Providing support to families and help for students to increase independent skills may promote self-determination.
自我决定是指个体在其日常活动中作为一个因果主体，包括表达自己的需求、兴趣和愿望、做出选择以及设定目标的能力。自我决定在青少年时期至关重要，并且与残疾个体的积极教育成果相关。很少有研究对自闭症谱系障碍（ASD）青少年的自我决定测量进行描述。本研究的目的是：（a）检验美国研究所自我决定量表（Wolman等人，《AIR自我决定量表及用户指南》。加利福尼亚州帕洛阿尔托：美国研究所，1994年）中学生、教育工作者和家长版在ASD高中生中的一致性，以及（b）检验自我决定的学生和家庭预测因素。参与者包括患有ASD的青少年（N = 547，平均实际年龄 = 16.1岁，标准差 = 1.4岁）、他们的父母和教育工作者。学生报告与家长或教育工作者报告不一致，家长和教育工作者报告有中等程度的一致性。适应性行为是所有报告者自我决定的一个重要预测因素，突出了高中阶段适应性行为技能的重要性。除了促进适应性行为外，支持家庭赋权和减轻家庭负担可能有助于提高ASD高中生的自我决定能力。内容摘要：自我决定是指学生做出选择、制定计划和设定目标的能力和机会。本研究从多个角度对大量不同的ASD高中生样本的自我决定进行了考察。学生、家长和他们的教师各自完成了一份关于自我决定的问卷，不同报告者之间的一致性从几乎没有到有一些。为家庭提供支持并帮助学生提高独立技能可能会促进自我决定。
