Using a Technology based Curriculum to Promote Self-Determination

Kendra Williams-DiehmRick DeRennaux

Lori Metcalf

Oklahoma Transition Institute 2013

Photo of a statue of a man on the OU campus

Introduction

ResearchPost-School Outcomes &

TransitionTechnology AcquisitionSelf-Determination

Self-Determination

Self-Determination

“volitional actions that enable one to act as the

primary causal agent in one’s life and to maintain or

improve one’s quality of life” (Wehmeyer, 2006)

4 Essential Characteristics of S-D behavior (Function)

1) Person acted autonomously,2) Behavior was self-regulated,3) Person initiated and responded to an event

in a psychologically empowered manner, and

4) The person acted in a self-realizing manner

Component Elements of Self-Determined Behavior

Choice-making Decision-makingProblem-solvingGoal-setting and attainmentIndependence, risk-taking, and

safety skillsSelf-observation, evaluation, and

reinforcement skillsSelf-instruction skillsSelf-Advocacy and leadership skills

Young adult with developmental disabilities working

Evidence Base for SDWehmeyer & Schwartz (1997)

One year after high school, a study of 80 graduates showed that self-determined individuals

were more likely to have achieved more positive adult

outcomes. Employed at a higher rate Earning more per hour

than their peers who were not self-determined.

Cobb, Lehmann, Newman-Gonchar, & Alwell (2009)

Narrative meta-synthesis of 7 systematic reviews of S-D since 2000 indicated:

Multi-component interventions had greater positive effects than single-component interventions, and

Self-determination and academic productivity outcomes were more positive than academic quality outcomes.

Self-Determination emerges…By enhancing capacity using component

elements of self-determined behavior (choice-making, problem- solving skills).

By being in an environment that supports choice and student-involvement.

By having frequent experiences that include choice and student involvement.

By providing supports and accommodations.

Transition Best PracticesSelf-determination (Wehmeyer & Schwartz, 1997)Previous job training experience (Benz, Lindstrom, &

Yovanoff, 2000)Family involvement (Fourqurean, Meisgeier, Swank, &

Williams, 1991)Parents high expectations (O’Reilley, Fafard, Wagner, & Schiller,

2006). Families provide a foundation for the adolescent’s choices

regarding school, classes, and post-school plans (Lichtenstein, 1998)

Student participation (Heal, Khoju, Rusch, & Harnisch, 1999). Student engagement (Fin and Owings, 2006).

Transition and TechnologyUniversally –designed instructional

technology (Rose & Meyer, 2002)(Wehmemyer, Palmer, Smith, Davies, & Stock, 2008) (Wehmeyer, Palmer, Williams-Diehm, Shogren, Davies & Stock, in press).

Technology training shows great promise for enhancing self-determination, thus enhancing the post-school outcomes of youth with disabilities (Lee, et al., in press).

ITSE NETS (students)1. Creativity and Innovation2. Communication and

Collaboration3. Research and Information

Fluency4. Critical Thinking, Problem Solving, and

Decision Making5. Digital Citizenship6. Technology Operations and Concepts

Young adults working on a computer

Group ActivityITSE Standards

Are students graduating with competency in each of the ITSE standards?

To what extent does competence in the ITSE standards matter?

How do we improve students’ competence in the ITSE standards?

What is Tech-NowInnovative school program designed to

provide technology trainingAligned with Oklahoma PASS StandardsProvides high school graduation creditStudent complete variety of technology-based

projectsTech-Now Demonstration

Research DesignExperimental Group: Tech-Now Students

(n=120)Control Group: students with disabilities

(n=120)2 yr. study; new sample drawn in yr. 1 & yr. 2Pre- post- design

Demographics – Year 1Disability CategoryDisability Category Tech-Now ControlAutism 17.6% 2.1%Emotional Disturbance 2.9% 4.3%Learning Disability 50.0% 80.9%Intellectual Disability 29.4% 2.1%Other Health Impairment 0 % 4.3%OTHER 0% 6.4

Demographics – Year 1EthnicityEthnicity Tech-Now ControlCaucasian 65.7% 66.7%African-America 22.9% 25.0%Native American 8.6% 2.1%Hispanic/Latino 2.9% 6.3%

Student MeasuresAIR Self-Determination Scale Student FormTransition Acquisition and Goal Generator–

Student VersionTechnology SurveyDemographic FormPost-school Plan and Outcome Survey

(seniors only)

Teacher MeasuresAIR Self-Determination Scale Professional

VersionTransition Acquisition and Goal Generator–

Professional VersionDemographic Form – Beginning of YearDemographic Form – End of YearFidelity measures

Technology AcquisitionTech-Now vs Control Group

Tech-Now Only: Mild/Mod vs Sev/Pfd

Pre-TA Post-TA DifferenceTech-Now 48.6 51.7 3.1Control 52.3 53.3 1.0

Pre-TA Post-TA DifferenceMild/Mod Tech-Now Only

48.7 50.5 1.8

Sev/PFD Tech-Now Only

48.0 58.5 10.5

Transition Acquisition and Goal Generator

Tech-Now vs Control Group

Tech-Now Only: Mild/Mod vs Sev/Pfd

Pre-TAGG Post-TAGG DifferenceTech-Now 71.3 73.0 1.7Control 72.8 74.3 1.5

Pre-TAGG Post-TAGG DifferenceMild/Mod Tech-Now Only

70.7 72.5 1.8

Sev/PFD Tech-Now Only

74.2 76.3 2.1

Self-Determination Development

Tech-Now vs Control Group

Tech-Now Only: Mild/Mod vs Sev/Pfd

Pre-AIR Post-AIR DifferenceTech-Now 93.1 91.0 -2.1Control 87.6 89.2 1.6

Pre-AIR Post-AIR DifferenceMild/Mod Tech-Now Only

92.8 89.3 -3.5

Sev/PFD Tech-Now Only

94.5 100.5 6.0

Big Picture!We know the higher self-determination makes

better post school outcomesTech-Now promotes higher SD (faster

development)Technology is critical to the future – students

must have technology skillsTech-Now teaches technology skills

Contact InformationKendra Williams-Diehm, PhD(405) 325-5848klwd@ou.edu

Rick DeRenneax, M.Ed. derennaux@gmail.com

Lori Metcalf, Ed.S.Lori.metcalf.1@ou.edu

Photo of a male statue on the OU campus

Picture of the Sooner Schooner