Self-Determination of Students with Autism Spectrum Disorder: A Systematic Review

Morán, Lucía; Hagiwara, Mayumi; Raley, Sheida K.; Alsaeed, Abdulaziz H.; Shogren, Karrie A.; Qian, Xueqin; Gómez, Laura E.; Alcedo, Ma Ángeles

doi:10.1007/s10882-020-09779-1

Cited by 18 publications

(6 citation statements)

References 53 publications

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“…In this study, SDI self-report scores were similar to SDI:SR latent means in diverse groups of autistic students (67.4 versus 70.58 to 72.99; Shogren et al, 2018a). However, SDI:AR scores were lower than in prior work (71.1 versus 80.45; Hagiwara et al, 2021). Age might explain this difference.…”

Section: Influences In Self-determination: Measurement Matterssupporting

confidence: 55%

“…However, our understanding is limited. Prior work under-emphasizes environmental influences, within-group heterogeneity (Morán et al, 2021), and experiences of minoritized individuals (Kim, 2019; Thoma et al, 2016). To address these gaps, this report examines self-determination in minoritized autistic adolescents and adults.…”

Section: Self-determination In Minoritized Autistic Adolescents and Y...mentioning

confidence: 99%

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Self-determination in minoritized autistic adolescents and adults

Girolamo,

Birmingham,

Patel

et al. 2024

Preprint

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Self-determination plays an important role in outcomes in autism and shows intersectional disparities. Yet, little is known about the role of individual differences or social drivers of health in the development of self-determination. Understanding these factors is key for developing effective supports. This mixed-methods convergent study examined self-determination in racially and ethnically minoritized autistic individuals and caregivers. Participants ages 13 to 30 (N = 73) varying widely in language and cognitive ability and caregivers (n =52) completed the Self-Determination Inventory. Autism traits and sense of community predicted caregiver report of self-determination, and autism traits and language predicted self-report of self-determination, consistent with DisCrit and Diversity Science. Self-Determination Inventory interviews of a subset of participants (n = 13) and caregivers (n = 9) were analyzed using inductive thematic analysis. Themes pointed to the role of the intersection of race and disability in shaping self-determination. Altogether, findings point to the importance of these frameworks, environmental influences, and multi-informant perspectives in characterizing self-determination. Future work should focus on the impact of environmental factors in self-determination in minoritized autistic individuals during the transition to adulthood.

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Section: Influences In Self-determination: Measurement Matterssupporting

confidence: 55%

Section: Self-determination In Minoritized Autistic Adolescents and Y...mentioning

confidence: 99%

Self-determination in minoritized autistic adolescents and adults

Girolamo,

Birmingham,

Patel

et al. 2024

Preprint

Self Cite

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“…Similarly, two recent reviews have documented how the SDTframework has also been thoroughly applied and studied within the context of general education [14] and, more specically, in relation to ASD students [15]. Ryan and Deci's review concluded that both teachers and students might benet from autonomy support in their teaching and learning [14].…”

Section: Motivation and Well-beingmentioning

confidence: 99%

“…Ryan and Deci's review concluded that both teachers and students might benet from autonomy support in their teaching and learning [14]. Similarly, Morán et al [15] found that the self-determination of students with ASD could be promoted through instructional methods, and there were personal and environmental factors that were important to consider when supporting the self-determination of students with ASD.…”

Section: Motivation and Well-beingmentioning

confidence: 99%

Teaching esports to young students with autism

Nielsen

Hanghøj

Boller

et al. 2021

The 16th International Conference on the Foundations of Digital Games (FDG) 2021

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Esports is on the rise as a leisure activity and also as a pedagogical activity. In this paper, we explore how Danish teachers within special needs education experience the pedagogical possibilities and challenges related to the educational use of esports activities. More specically, we interviewed teachers from four dierent public institutions and a teacher from a commercial esports provider that oers specially organized education aimed at young people (16-25 years old) diagnosed with autism spectrum disorder. The results indicate that teachers generally have positive experiences with esports activities using Counter-Strike: Global Oensive (CS:GO) in relation to increasing students' well-being and social relations. However, there are also clear dierences in the teachers' game literacy, as well as how they facilitate game activities through their own teaching or by visits to an external esports provider. The ndings suggest that esports activities can be used as a valuable teaching resource, but that this requires expertise, ownership, and awareness among teachers of the educational possibilities and challenges. CCS CONCEPTS• Social and professional topics ! User characteristics; People with disabilities; User characteristics; People with disabilities; • Applied computing ! Law, social and behavioral sciences; Psychology; • Human-centered computing ! Collaborative and social computing; Empirical studies in collaborative and social computing.

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“…Recent reviews have focused on research about school‐based interventions that are effective for specific populations of students with disabilities, such as students on the autism spectrum (Morán et al, 2021; Zuber & Webber, 2019) and students with emotional and behavioural difficulties (Carter et al, 2011) and on the role of families in developing students' self‐determination (Dean et al, 2021). However, no review has yet synthesised the research on practices, strategies, and interventions specific to students with intellectual disabilities.…”

Section: Introductionmentioning

confidence: 99%

Developing the self‐determination of children and young people with intellectual disabilities in schools: A systematic review of the literature

Willow,

Strnadová,

Danker

2024

Research Intellect Disabil

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BackgroundSelf‐determination is associated with lifelong positive outcomes. Students with intellectual disabilities typically have lower self‐determination than their peers. Universal basic education access offers schools the opportunity to rectify this disparity. This is the first systematic review investigating the school‐based practices that target self‐determination development for students with intellectual disabilities.MethodThe review follows the PRISMA guidelines, spanning five databases (ProQuest databases, EMBASE, Scopus, Sage Journals, Taylor and Francis Online) from 2006 to 2021.ResultsAcross the 18 studies, the most used practice is the SDLMI. Research focuses on United States‐based transition‐aged students with mild to moderate intellectual disabilities. Social validity tends to be assessed in summative and informal ways. Students are not generally involved in decision‐making about practices and individualisation of support.ConclusionsSelf‐determination development for this population can begin before puberty. Future research should critically investigate social validity and holistic integration of student self‐determination learning opportunities throughout the pedagogical cycle.

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Self-Determination of Students with Autism Spectrum Disorder: A Systematic Review

Cited by 18 publications

References 53 publications

Self-determination in minoritized autistic adolescents and adults

Self-determination in minoritized autistic adolescents and adults

Teaching esports to young students with autism

Developing the self‐determination of children and young people with intellectual disabilities in schools: A systematic review of the literature

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