Effects of Interventions to Promote Self-Determination for Individuals With Disabilities

By B. Algozzine, D. Browder, Meagan Karvonen, D. Test, Wendy M. Wood. 2001

489 citations recorded by the source corpus.

Subfields: Psychiatry and Mental health, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/ca2133d838ba813cd2c6b8803de247c158907d57

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Citations in the corpus

Parent and Teacher Engagement in Fostering the Self-Determination of Students with Disabilities (2005, background): “Algozzine et al. (2001) conducted a review of the literature pertaining to the impact of instruction on promoting selfdetermination–related skills.”
Self-Determination Interventions for Students with and at Risk for Emotional and Behavioral Disorders: Mapping the Knowledge Base (2011, background): “, Algozzine et al., 2001; Malian & Nevin, 2002; Test, Fowler, Brewer, & Wood, 2005), only one synthesis has focused specifically on students with or at risk for EBD. Mooney et al. (2005) examined the efficacy of self-management intervention strategies specifically targeting academic outcomes for stu”
Self-Determination Skills and Opportunities of Transition-Age Youth with Emotional Disturbance and Learning Disabilities (2006, background): “, 2004) and less than 4% of participants in studies evaluating the effectiveness of interventions aimed at promoting self-determination (Algozzine et al., 2001).”
Research-Based Principles and Practices for Educating Students with Autism: Self-Determination and Social Interactions (2010, unknown): “In a meta-analysis of single subject and group subject design studies, Algozzine, Browder, Karvonen, Test, and Wood (2001) found evidence for the ef-ﬁcacy of instruction to promote component elements of self-determined behavior, including interventions to promote self-advocacy, goal setting and…”
Self-Determination Prospects of Youth With High-Incidence Disabilities (2010, background): “An array of approaches for promoting self-determined behavior have been advocated in the literature, including offering stand-alone curricular modules (Houchins, 2002), providing discrete instruction in component self-determination skills (Algozzine et al., 2001; Mooney, Ryan, Uhing, Reid, & Epstein”
Self-Determination and Student Involvement in Standards-Based Reform (2004, background): “Many of the articles focusing on selfdetermination have addressed why self-determination should be considered a central organizing concept in special education practice and policy (Algozzine et al., 2001).”
Culture and Self-Determination: A Synthesis of the Literature and Directions for Future Research and Practice (2011, unknown): “Existing evidence-based practices to promote self-determination that have been identified in the literature (Algozzine et al., 2001; Test et al., 2009) could be modified in ways similar to those suggested by Valenzuela and Martin (2005) for the Self-Directed IEP curriculum.”
Causal Agency Theory: Reconceptualizing a Functional Model of Self-Determination (2015, unknown): “In a meta-analysis of single subject and group subject design studies, Algozzine, Browder, Karvonen, Test, and Wood (2001) found evidence for the efﬁcacy of instruction to promote component elements of self-determined behavior, including interventions to promote self-advocacy, goal setting and…”
Using Cultural and Social Capital to Improve Postsecondary Outcomes and Expand Transition Models for Youth With Disabilities (2008, background): “• Increasing self-determination increases successful postsecondary outcomes (Algozzine et al., 2001; Field & Hoffman, 2002; Wehmeyer & Schwartz, 1997).”
Self-Determination for Students with Disabilities: Views of Parents and Teachers (2003, background): “…system is to play a critical role in the development of selfdetermination for students with disabilities, schools must place greater emphasis on its development by making self-determination an integral part of their school improvement efforts (Algozzine et al., 2001; Browder et al., 2001).”
A Social Validation Assessment of Microswitch-Based Programs for Persons with Multiple Disabilities Employing Teacher Trainees and Parents as Raters (2006, background): “Second, the overall raters’ preference for the microswitch-based program together with the notion that this program promotes adaptive responding and allows self-determination for the level and timing of stimulation can have important practical implications ( Algozzine et al., 2001; Campo et al., 19”
Self-Determination for Students with Disabilities (2009, background): “Wood, Fowler, Uphold, and Test (2005) Review Wood her colleagues followed up their work on the Algozzine et al. (2001) review with a review exclusively focused on self-determination interventions for individuals with severe disabilities.”
A Conceptual Framework of Self-Advocacy for Students with Disabilities (2005, methodology): “Since Algozzine et al. (2001), research on self-advocacy interventions has continued to appear in the professional lit- 45R E M E D I A L A N D S P E C I A L E D U C A T I O N Volume 26, Number 1, January/February 2005 advocacy, as identified in our conceptual framework.”
Putting Self-Determination into Practice (2004, background): “As Algozzine et al. (2001) indicated, many of these components (e.g., decision making, goal setting and attainment, self-advocacy knowledge, selfawareness, self-efficacy) need further investigation 38 Fall 2004 There was evidence across most sites that students were initially resistant to learning…”
Comparisons of Self-Determination Among Students With Autism, Intellectual Disability, and Learning Disabilities: A Multivariate Analysis (2017, background): “) have been shown to be effective in teaching students these critical skills (Algozzine et al., 2001; Pierson et al., 2008; Wehmeyer et al., 2010), and providing such learning experiences for students with ASD seems equally important.”
A Meta-Analysis of Interventions to Promote Self-Determination for Students With Disabilities (2018, methodology): “Thus, there is a need to explore the degree to which personal factors that were not in Algozzine et al. (2001) impact self-determination. In addition, subsequent reviews with more specific scopes have been conducted. For example, Wood, Fowler, Uphold, and Test (2005) examined the research on interve”