Adult Outcomes for Students with Cognitive Disabilities Three-Years After High School: The Impact of Self-Determination

By M. Wehmeyer, Susan B. Palmer. Education and Training in Developmental Disabilities, 2003

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This article reports a follow-up study of school leavers with mental retardation or learning disabilities who were surveyed 1-and 3-years after they left school to determine what they were doing in major life areas (employment, independent living or community integration). Students were divided into two groups based on self-determination scores collected during their final year at high school. Comparisons between these groups on outcomes at 1 and 3 years post-graduation indicate that students who were more self-determined fared better across multiple life categories, including employment and access to health and other benefits, financial independence, and independent living.

Subfields: Demography, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/22a7b04d759ef76d408423a02f93d0b96cc10316

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Citations in the corpus

Research-Based Principles and Practices for Educating Students with Autism: Self-Determination and Social Interactions (2010, positive): “…and transition outcomes, including more positive employment and independent living (Martorell, Gutierrez-Rechacha, Pereda, & Ayuso-Mateos, 2008; Wehmeyer & Palmer, 2003; Wehmeyer & Schwartz, 1997) and recreation and leisure outcomes (McGuire & McDonnell, 2008), and more positive quality of…”
Parent Practices in Facilitating Self-Determination Skills: The Influences of Culture, Socioeconomic Status, and Children's Special Education Status (2005, background): “Follow-up studies by Wehmeyer and his colleagues showed that individuals with disabilities who developed better self-determination skills during school achieved better postschool outcomes across various areas of adult life (Wehmeyer & Palmer, 2003; Wehmeyer & Schwartz, 1997).”
A Preliminary Investigation of the Relationship of Transition Preparation and Self-Determination for Students With Disabilities in Postsecondary Educational Settings (2010, background): “Research has indicated that providing instruction and opportunities in self-determination may improve the postschool outcomes of students with disabilities (Field, Sarver, & Shaw, 2003; Wehmeyer & Palmer, 2003).”
The Relationship between Parent Expectations and Postschool Outcomes of Adolescents with Disabilities (2012, neutral): “15Exceptional Children”
Self-Determination and Student Involvement in Standards-Based Reform (2004, background): “Wehmeyer and Palmer (2003) conducted a second follow-up study, examining the adult status of 94 young people with cognitive disabilities (mental retardation or learning disability) 1 and 3 years postgraduation.”
Cultivating Caring Relationships Between Teachers and Secondary Students With Emotional and Behavioral Disorders (2009, positive): “…of students with disabilities, including students with EBD (e.g., Cancio, West, & Young, 2004; Graham & Harris, 2003; Jolivette, Wehby, Canale, & Massey, 2001; Reid, Trout, & Schartz, 2005; Smith & Sugai, 2000; Swanson, 2001; Wehmeyer, Field, Doren, Jones, & Mason, 2004; Wehmeyer & Palmer, 2003).”
Culture and Self-Determination: A Synthesis of the Literature and Directions for Future Research and Practice (2011, background): “Researchers have suggested that youth who are more self-determined when leaving high school experience more positive adult outcomes than youth who are less self-determined (Wehmeyer & Palmer, 2003; Wehmeyer & Schwartz, 1997).”
Self-Determination and Individuals with Severe Disabilities: Re-Examining Meanings and Misinterpretations (2005, neutral): “This in fact has been supported by research (Wehmeyer & Palmer, 2003; Wehmeyer & Schwartz, 1997) linking the self-determination of students with cognitive disabilities to more successful adult outcomes.”
From Marginalized to Maximized Opportunities for Diverse Youths With Disabilities (2008, background): “College students with learning disabilities who had higher selfdetermination scores obtained better grades than students with lower scores (Sarver, 2000) and higher employment rates (Wehmeyer & Palmer, 2003).”
Supporting Independence in Adolescents on the Autism Spectrum (2014, background): “…consistently indicates that students who demonstrate greater independence and/or behavioral autonomy during secondary school are more likely to be employed and live independently after completing high school than students who are more dependent on staff or caregivers (Wehmeyer & Palmer, 2003).”
Promoting Access to the General Curriculum by Teaching Self-Determination Skills (2004, background): “Second, the acquisition of component elements of self-determined behavior, such as problem-solving skills, enhances overall self-determination, which, in turn, has been linked to more positive adult outcomes (Wehmeyer & Palmer, 2003; Wehmeyer & Schwartz, 1997).”
A Content and Methodological Review of Self-Advocacy Intervention Studies (2005, neutral): “Although research exists demonstrating a positive relationship between an individual’s level of self-determination and adult outcomes (Wehmeyer & Palmer, 2003; Wehmeyer & Schwartz, 1997), no adult outcome studies were found relative to an individual’s level of self-advo- cacy skills.”
The role of positive psychology constructs in predicting life satisfaction in adolescents with and without cognitive disabilities: An exploratory study (2006, background): “The role of self-determination needs to be investigated further, given that a large body of research suggests that self-determination contributes to positive outcomes for students with disabilities (Wehmeyer & Palmer, 2003; Wehmeyer & Schwartz, 1997, 1998).”
Self-Determination Skills and Opportunities of Transition-Age Youth with Emotional Disturbance and Learning Disabilities (2006, background): “…self-determination may play a role in improving student outcomes, including academic performance (Martin et al., 2003), employment status (Wehmeyer & Palmer, 2003), postsecondary participation (Field, Sarver, & Shaw, 2003), independence (Sowers & Powers, 1995), and quality of life…”
Promoting Self-Determination for Transition-Age Youth: Views of High School General and Special Educators (2008, background): “In addition to being associated with improved quality of life (Lachapelle et al., 2005; Wehmeyer & Schwartz, 1998), self-determination also may be a key factor influencing the extent to which youth attain important postschool outcomes (Wehmeyer & Palmer, 2003; Wehmeyer & Schwartz, 1997).”
Experiences of College Students With Disabilities and the Importance of Self-Determination in Higher Education Settings (2008, background): “Each of the focus groups identified many of the key component skills of self-determination as outlined by Wehmeyer and colleagues (Wehmeyer, 1999; Wehmeyer & Palmer, 2003 ) as being essential for their success, including problem-solving skills, learning about oneself (and one’s disability), goal se”