Promoting the Involvement of Students with Emotional and Behavioral Disorders in Career and Vocational Planning and Decision-Making: The Self-Determined Career Development Model

Abstract

The authors examined the effectiveness of a support model to instruct five youth with EBD to self-direct the problem-solving processes and promote self-determination skills by enabling them to: (a) set employment/career related goals, (b) develop and implement a plan toward goal attainment; and (c) adjust and evaluate progress toward meeting their goals. Participants chose individualized employment goals and worked through the model as a support to planning, implementing, and attaining their goals. An AB design was used to evaluate goal achievement. The results revealed that all participants made progress toward each of their goals. Additionally, all participants reported that they achieved their target goals and were satisfied with the support that the model provided. Results support the potential utility of the model in promoting self-determination skills and increasing positive employment outcomes for youth with EBD.

Reviewing Research on the Self-Determined Learning Model of Instruction: Mapping the Terrain and Charting a Course to Promote Adoption and Use

“…developed the Self-Determined Career Developmental Model (SDCDM) by modifying the SDLMI to meet the needs of employment or job-related skills for individuals with disabilities and conducted a pilot study with individuals whose age range was between 22 and 50 years old. Moreover, Benitez et al (2005) used the SDCDM with transition-age students with emotional and behavioral disorders to achieve their transition-related goals. The other two studies (Agran and Wehmeyer 2000;McGlashingJohnson et al 2003) used the SDLMI with transition-age students with moderate to severe disabilities to achieve their IEP transition goals or job-related skills.…”

“…Similarly, Agran and Wehmeyer (2000) reported one teacher commented that Bthis was the first time some of these students had ever set their own goals and served as good starting place for future goal-setting experience^(p. 328). According to Benitez et al (2005), student participants reported learning more about how to change their behavior with the SDLMI and began to apply what they learned about goal setting to other areas of their lives.…”

The Impact of Teaching Self-Determination Skills on the On-Task and Off-Task Behaviors of Students With Emotional and Behavioral Disorders

“…Another key element cited by many researchers is implementing best practices in academic and behavior support while students with EBD are still in school (Mooney et al, 2003). Benitez et al (2005) and other researchers have suggested teaching selfdetermination to students with EBD either directly or by incorporating self-determination into the curriculum (Test, Fowler, Brewer, & Wood, 2005) as a means of implementing best practice in school to promote positive post school outcomes because of the impact of self-determination interventions have with other disability populations (Algozzine, Browder, Karvonen, Test, & Wood, 2001;Carter et al, 2006). The focus on selfdetermination in transition and special education emerged in the early 1990's as a result of the disability community searching for strategies to empower individuals with disabilities to be actively involved in their futures (Shogren & Turnbull, 2006;Wehmeyer, 1999).…”

“…Compared to their peers with other disabilities, these students experience higher rates of absenteeism, lower grade point averages, higher course failure, and higher levels of school drop out (Benitez, Lattimore, & Wehmeyer, 2005;Wagner, Newman, Cameto, Levine, & Garza, 2006). For example, Levy and Chard (2001) in a literature review stated that students with EBD tended to perform at a lower level than "non-disabled students in all academic areas and underachievement was a typical characteristic of this population" (p. 437).…”

Profil Perencanaan Karir Siswa Sekolah Menengah Kejuruan dengan Pemodelan Rasch Berdasarkan Jenis Kelamin

“…Untuk dapat melakukan perencanaan karir yang baik, maka siswa diharapkan mampu untuk melakukan self-discovery (Waddell & Bauer, 2012) untuk mengenali aspirasi diri dan kemampuan dirinya (Antoniu, 2010;Atkinson, Jr., & Murrell, 1988;Beijaard, Brok, & Mittendorff, 2010;Hirschi, 2010;Levinson & Palmer, 2005), mengekplorasi pilihan karir yang tersedia (Benitez, Lattimore, & Wehmeyer, 2005;Taylor, 1997;Witko, Bernes, Magnusson, & Bardick, 2005); serta menjatuhkan pilihan terhadap karir atau pekerjaan dianggap memberikan kepuasan, kebahagiaan, dan kenyamanan yang setinggi mungkin (Hirschi, 2011;Huebner & Royal, 2014).…”