Articles Used in Literature Review

The following articles are those included in the review of literature on interventions and practices intended to enhance self-determination (Algozzine, Browder, Karvonen, Test, & Wood, 2000). Studies included in the literature review met each of the following criteria:

• articles were published or in press in a peer reviewed journal between 1972 and 1999
• participants were individuals with one of the IDEA classifications or a nonspecified developmental disability
• studies targeted individuals between the ages of three years and adulthood
• studies described qualitative or quantitative findings about a data-based intervention
• studies examined interventions in which participants learned new skills or acquired new opportunities
• interventions focused on one of the components of self-determination as a dependent variable

Articles that describe evaluation or field-test results for self-determination curricula included on the curriculum list are listed below.

Abery, B., Rudrud, L., Arndt, K., Schauben, L., & Eggebeen, A. (1995). Evaluating a multicomponent program for enhancing the self-determination of youth with disabilities. Intervention in School and Clinic, 30, 170-179. (Evaluation of "Self-Determination for Youth with Disabilities: A Family Education Curriculum")

Adelman, H. S., MacDonald, V. M., Nelson, P., Smith, D. C., & Taylor, L. (1990). Motivational readiness and the participation of children with learning and behavior problems in psychoeducational decision making. Journal of Learning Disabilities, 23, 171-176.

Artesani, A. J., & Mallar, L. (1998). Positive behavior supports in general education settings: Combining person-centered planning and functional analysis. Intervention in School and Clinic, 34, 33-38.

Aune, E. (1991). A transition model for post-secondary-bound students with learning disabilities. Learning Disabilities and Research, 6, 177-187.

Balcazar, F. E., Fawcett, S. B., & Seekins, T. (1991). Teaching people with disabilities to recruit help to attain personal goals. Rehabilitation Psychology, 36, 31-41.

Bambara, L. M., & Ager, C. (1992). Using self-scheduling to promote self-directed leisure activity in home and community settings. Journal of the Association for Persons with Severe Handicaps, 17, 67-76.

Belfiore, P. J., Browder, D. M., & Mace, C. (1994). Assessing choice making and preference in adults with profound mental retardation across community and center-based settings. Journal of Behavioral Education, 4, 217-225.

Bowman, O. J., & Marzouk, D. K. (1992). Using the American with Disabilities Act of 1990 to empower university students with disabilities. The American Journal of Occupational Therapy, 46, 450-456.

Bregman, S. (1984). Assertiveness training for mentally retarded adults. Mental retardation, 22, 12-16.

Browder, D. M., Cooper, K. J., & Lim, L. (1998). Teaching adults with severe disabilities to express their choice of settings for leisure activities. Education and Training in Mental Retardation and Developmental Disabilities, 33, 228-238.

Browning, P., & Nave, G. (1993). Teaching social problem solving to learners with mild disabilities. Education and training in Mentla Retardation and Developmental Disabilities, 28, 309-317.

Castles, E. E., & Glass, C. R. (1986). Training in social and interpersonal problem-solving skills for mildly and moderately mentally retarded adults. American Journal of Mental Deficiency, 91, 35-42.

Cooper, K. J., & Browder, D. M. (1998). Enhancing choice and participation for adults with severe disabilities in community-based instruction. Journal of the Association for Persons with Severe Handicaps, 23, 252-260.

Cross, T., Cooke, N. L., Wood, W. M., & Test, D. W. (1999). Comparison of the effects of MAPS and ChoiceMaker on student self-determination skills. Education and Traning in Mental Reatardation and Developmental Disabilities 34, 499-510. (Comparison of MAPS and "Choosing Employment Goals")

Dattilo, J., & Rusch, F. R. (1985). Effects of choice on leisure participation for persons with severe handicaps. Journal of the Association for Persons with Severe Handicaps, 10, 194-199.

Durlak, C. M., Rose, E., & Bursuck, W. D. (1994). Preparing high school students with learning disabilities for the transition to postsecondary education: Teaching the skills of self-determination. Journal of Learning Disabilities, 27, 51-59.

Everson, J. M., & Zhang, D. (2000). Person-centered planning: Characteristics, inhibitors, and supports. Education and Training in Mental Retardation and Developmental Disabilities, 35, 36-43.

Ezell, D., Klein, C. E., & Ezell-Powell, S. (1999). Empowering students with mental retardation through portfolio assessment: A tool for fostering self-determination skills. Education and Training in Mental Retardation and Developmental Disabilities, 34, 453-463.

Foxx, R. M., Faw, G. D., Taylor, S., Davis, P. K., & Fulia, R. (1993). 'Would I be able to…?' Teaching clients to assess the availability of their community living life style preferences. American Journal on Mental Retardation, 98, 235-248.

Fullerton, A., & Coyne, P. (1999). Developing skills and concepts for self-determination in young adults with autism. Focus on Autism and Other Developmental Disabilities, 14, 42-52. (Evaluation of "Putting Feet on My Dreams")

Hagner, D., Helm, D. T., & Butterworth, J. (1996). 'This is your meeting': A qualitative study of person-centered planning. Mental Retardation, 34, 159-171.

Hoffman, A., & Field, S. (1995). Promoting self-determination through effective curriculum development. Intervention in School and Clinic, 30, 134-141.

Hughes, C., Hugo, K., & Blatt, J. (1996). Self-instructional intervention for teaching generalized problem-solving within a functional task sequence. American Journal on Mental Retardation, 100, 565-579.

Hughes, C., & Rusch, F. R. (1989). Teaching supported employees with severe mental retardation to solve problems. Journal of Applied Behavior Analysis, 22, 365-372.

Jerman,S.L., Martin, J. E., Huber Marshall, L., & Sale, R. P. (2000). Promoting self-determination: Teaching goal attainment with the take action process. Career Development for Exceptional Individuals, 23, 27-38. (Field test of "Take Action: Making Goals Happen")

Kennedy, C. H., & Haring, T. G. (1993). Teaching choice making during social interactions to students with profound multiple disabilities. Journal of Applied Behavioral Analysis, 26, 63-76.

Lehmann, J. P., Bassett, D. S., Sands, D. J., Spencer, K., & Gilner, J. A. (1999). Research translated into practices for increasing student involvement in transition related activities. Career Development for Exceptional Individuals, 22, 3-19.

Malette, P., Mirenda, P., Kandborg, T., Jones, P., Bunz, T., & Rogow, S. (1992). Application of a lifestyle development process for people with severe intellectual disabilities: A case study report. Journal of the Association for Persons with Severe Handicaps, 17, 179-191.

Miner, C. A., & Bates, P. E. (1997). The effects of person centered planning activities on the IEP/transition planning process. Education and Training in Mental Retardation and Developmental Disabilities, 32, 105-112.

Mithaug, D. E., & Hanawalt, D. A. (1978). The validation of procedures to assess prevocational task preferences in retarded adults. Journal of Applied Behavior Analysis, 11, 153-162.

Mithaug, D. E., & Mar, D. K. (1980). The relation between choosing and working pre-vocational tasks in two severely retarded young adults. Journal of Applied Behavior Analysis, 13, 177-182.

Nezu, C. M., Nezu, A. M., & Arean, P. (1991). Assertiveness and problem solving training for mildly mentally retarded persons with dual diagnoses. Research in Developmental Disabilities, 12, 371-386.

Nietupski, J., Hamre-Nietupski, S., Green, K., Varnum-Teeter, K., Twedt, B., LePara, D., Scebold, K., & Hanrahan, M. (1986). Self-initiated and sustained leisure activity participation by students with moderate/severe handicaps. Education and Training of the Mentally Retarded, 21, 259-264.

Nozaki, K., & Mochizuki, A. (1995). Assessing choice making of a person with profound disabilities: A preliminary analysis. Journal of the Association for Persons with Severe Handicaps, 20, 196-201.

Parsons, M. B., & Reid, D. H. (1990). Assessing food preferences among persons with profound mental retardation: Providing opportunities to make choices. Journal of Applied Behavior Analysis, 23, 183-195.

Parsons, M. B., Reid, D. H., & Green, C. W. (1998). Identifying work preferences prior to supported work for an individual with severe disabilities including deaf-blindness. Journal of the Association for Persons with Severe Handicaps, 23, 329-333.

Phillips, P. (1990). A self-advocacy plan for high school students with learning disabilities: A comparative case analysis of students', teachers' and parents' of program effects. Journal of Learning Disabilities, 23, 466-471.

Powers, L. E., Turner, A., Matuszewski, J., Wilson, R., & Phillips, A. (in press). TAKE CHARGE for the future: A controlled field-test of a model to promote student involvement in transition planning. Career Development for Exceptional Individuals. (Field test of "TAKE CHARGE for the Future")

Powers, L. E., Turner, A., Ellison, R., Matuszewski, J., Wilson, R., Phillips, A., & Rein, C. (in press). A controlled field-test of TAKE CHARGE: a multi-component intervention to promote adolescent self-determination. Career Development for Exceptional Individuals. (Field test of "TAKE CHARGE")

Prater, M. A., Bruhl, S., & Serna, L. A. (1998). Aquiring social skills through cooperative learning and teach-directed instruction. Remedial and Special Education, 19, 160-172.

Rietveld, C. M. (1983). The training of choice behaviors in Down's syndrome and non-retarded preschool children. Australia and New Zealand Journal of Developmental Disabilities, 9, 75-83.

Roffman, A. S., Herzog, J. E., & Wershba-Gershon, P. M. (1994). Helping young adults understand their learning disabilities. Journal of Learning Disabilities, 27, 413-420.

Schleien, S. J., & Larson, A. (1986). Adult leisure education for the independent use of a community recreation center. Journal of the Association for Persons with Severe Handicaps, 11, 39-44.

Sievert, A. L., Cuvo, A. J., & Davis, P. K. (1988). Training self-advocacy skills to adults with mild handicaps. Journal of Applied Behavior Analysis, 21, 299-309.

Sigafoos, J., Roberts, D., Couzens, D., & Kerr, M. (1993). Providing opportunities for choice making and turn taking to adults with multiple disabilities. Journal of Developmental and Physical Disabilities, 5, 297-310.

Stowitschek, J. J., Laitinen, R., & Prather, T. (1999). Embedding early self-determination opportunities in curriculum for youth with developmental disabilities using natural teaching incidents. Journal for Vocational Special Needs Education, 21, 15-26.

Tymchuk, A. J., Andron, L., & Rahbar, B. (1988). Effective decision making / problem solving training with mothers who have mental retardation. American Journal on Mental Retardation, 92, 510-516.

Van Reusen, A. K., & Bos, C. S. (1994). Facilitating student participation in individualized education programs through motivation strategy instruction. Exceptional Children, 60, 466-475. (Evaluation of part of "Self-Advocacy Strategy")

Van Reusen, A. K., Deshler, D. D., & Schumaker, J. B. (1989). Effects of a student participation strategy in facilitating the involvement of adolescents with learning disabilities in the Individualized Education Program planning process. Learning Disabilities, 1, 23-34. (Evaluation of part of "Self-Advocacy Strategy")

Wehmeyer, M., & Lawrence, M. (1995). Whose future is it anyway? Promoting student involvement in transition planning. Career Development for Exceptional Individuals, 18, 69-83. (Evaluation of "Whose Future is it Anyway?")

Zirpoli, T. J., Wieck, C., Hancox, D., & Skarnulis, E. R. (1994). Partners in policymaking: The first five years. Mental Retardation, 32, 422-425.