SD Bibliography

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  • 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.
  • Agran, M.; Blanchard, Caryl; & Wehmeyer, Michael L. (December, 2000). Promoting transition goals and self-determination through student self-directed learning: the self-determined learning model of instruction. Education and Training in Mental Retardation and Developmental Disabilities v. 35, 351-64.
  • Agran, M. (1997). Student -directed learning: Teaching self-determination skills. Pacific Grove, CA: Brooks/Cole.
  • Agran, M., Snow, K., & Swaner, J. (1999). Teacher perceptions of self-determination: Benefits, characteristics, strategies. Education and Training in Mental Retardation and Developmental Disabilities, 34, 293-301.
  • Algozzine, B., Browder, D. M, Karvonen, D., Test, D. W., & Wood, W. M. (2001). Effects of interventions to promote self-determination for individuals with disabilities. American Educational Research Association 71 (2). 219-277.
  • Arean, P., Nezu, C., & Nezu, A. (1991). Assertiveness and problem-solving training for Mildly mentally retarded persons with dual diagnoses. Research in Developmental Disabilities, 12, 387-399.
  • Belifore, P., Browder, D., & 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.
  • Bregman, S. (1984). Assertiveness training for mentally retarded adults. Mental Retardation, 22, 12-16.
  • Browder, D. M., Cooper, K, & 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.
  • Browder, D.M., Wood, W. M., Test, D. W., Karvonen, M., & Algozzine, B. (2001). Reviewing resources on self-determination. Remedial & Special Education, 22 (4), 233-255.
  • Browning, P. & Nave, G. (1993). Teaching social problem solving to learners with mild disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 28, 309-317.
  • Castles, E., & Glass, C. (1986). Training in social and interpersonal problem-solving skills for mildly and moderately mentally retarded adults. American Journal of Mental Deficiency, 91, 35-42.
  • Cross, T., Cooke, N., Wood, W., & Test, D. (1999). Comparison of the effects of MAPS and ChoiceMaker on student self-determination skills. Education and Training in Mental Retardation and Developmental Disabilities, 34, 499-510.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
  • Deci, E. L., & Ryan, R. M. (1994). Promoting self-determined education. Scandinavian Journal of Educational Research 38, 3 – 14.
  • Durlak, S., Rose, E., & Bursuck, W. (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.
  • Field, S., & Hoffman, A. (1994). Development of a model for self-determination. Career Development for Exceptional Individuals, 17(2), 159 - 169.
  • Field, S., & Hoffman, A. (1995). Steps to self-determination. Austin, TX: Pro-Ed.
  • Field, S., Martin, J., Miller, R, Ward, M., & Wehmeyer, M. (1998a). Self-determination for persons with disabilities: A position statement of the division on Career Development and Transition. Career Development for Exceptional Individuals, 21, 113 – 128.
  • Field, S., Martin, J., Miller, R, Ward, M., & Wehmeyer, M. (1998b). A practical guide for teaching self-determination. Reston, VA: Council for Exceptional Children.
  • Fullerton, A. & Coyne, P. (1999) Developing skills and concepts for self-determination in young adults with autism. Focus on Autism and Other Development Disabilities, 14, 42-52.
  • Gerber, P. J., Ginsberg, R., & Reiff, H. B. (1992). Identifying alterable patterns in employment success for highly successful adults with learning disabilities. Journal of Learning Disabilities, 25, 475-487.
  • German, S., Martin, J. E., Huber Marshall, L., & Sale, R. P. (2000). Promoting self-determination: Using Take Action to teach goal attainment process. Career Development for Exceptional Individuals.
  • Halloran, W.D. (1993). Transition services requirement: Issues, implications, challenge. In R. C. Eaves & P. J. McLaughlin (Eds.), Recent advances in special education and rehabilitation (pp. 210-224). Boston: Andover Medical Publishers.
  • Halpern, A. S., Herr, C. M., Wolf, N. K., Lawson, J. E., Doren, B., & Johnson, M. C. (1997). Next STEP: Student transition and educational planning. Austin, TX: Pro-Ed
  • Hoffman, A. & Field, S. (1995) Promoting self-determination through effective curriculum development. , 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., Korinek, L., & Gorman, J. (1991) Self-management for students with mental retardation in public school settings: A research review, Education and Training in Mental Retardation, 26 (3), 271-291.
  • Hughes, C., & Rusch, R. (1989) Teaching supported employees with severe mental retardation to solve problems. Journal of Applied Behavior Analysis, 22, 365-372.
  • Ippoliti, C., Peppey, B., & Depoy, E. (1994). Promoting self-determination for persons with developmental disabilities. Disability & Society 9, 453 – 460
  • Johnson, J. P., Livingston, M.; Schwartz, R. A.; Slate, J. R. (2000). What makes a good elementary school? A critical examination. Journal of Educational Research, 93 (6), 339-349.
  • Kennedy, C., & Haring, T. (1993). Teaching choice making during social interactions to students with profound multiple disabilities. Journal of Applied Behavior Analysis, 26, 63-76.
  • Malian, I. & Nevin, A. (2002) A review of self-determination literature – Implications for practitioners. Remedial and Special Education, 23 (2), 68-74.
  • Martin, J. E., Huber Marshall, L., & Maxson, L. L. (1993). Transition policy: Infusing self-determination and self-advocacy into transition programs. Career Development for Exceptional Individuals, 16 (1), 53 - 61.
  • Martin, J. E., & Huber Marshall, L. H. (1995). ChoiceMaker: A comprehensive self-determination transition program. Intervention in School and Clinic, 30 (3), 147 - 156.
  • Martin, J. E., Mithaug, D. E., Oliphint, J., & Husch, J. V. (2002). ChoiceMaker employment: A self- determination transition and supported employment handbook. Baltimore, MD: Paul Brookes.
  • Merchant, D., & Gajar, A. (1997). A review of literature on self-advocacy components in transition programs for students with learning disabilities. Journal of Vocational Rehabilitation, 8, 223-231.
  • Miner, C., & Bates, P. (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.
  • Moloney, M., Whitney-Thomas, J., & Dreilinger, D. (2000). Self-determination and struggle in the lives of adolescents. ICI Research to Practice, 6 (2), 1-4.
  • Nirje, B. (1972). The right to self-determination. In W. Wolfensberger (Ed.) The principle of normalization in human services. Toronto: National Institute on Mental Retardation.
  • Nozaki, K. & Mochizuki, A. (1995). Assessing choice making of a person with profound disabilities: A preliminary analysis. The Journal of the Association for Persons with Severe Handicaps, 20, 196-201.
  • Phillips, P. (1990). A self-advocacy plan for high school students with learning
    disabilities: A comparative case study analysis of students’, teachers, and parents’ perceptions of program effects. Journal of Learning Disabilities, 90, 466-471.
  • Powers, L., Turner, A., Westwood, D., Matuszewski, S., Wilson, R. & Phillips, A. (2001). TAKE CHARGE for the future: A controlled field-test of a model to promote student involvement in transition planning. Career Development for Exceptional Individuals, 24, 89-104.
  • Prater, L., Bruhl, S., & Serna, L. (1998). Acquiring social skills through cooperative learning and teacher-directed instruction. Remedial and Special Education, 19, 160-172.
  • Roffman, A., Herzog, J., & Wershba-Gershon, P. (1994). Helping young adults understand their learning disabilities. Journal of Learning Disabilities, 27, 413-420.
  • Schloss, P. J., Alper, S., & Jayne, D. (1993). Self-determination for people with disabilities: Choice, risk, and dignity. Exceptional Children, 60 (3), 215-225.
  • Sievert, A., Cuvo, A., & Davis, P. (1988). Training ion process. Career Development for Exceptional Individuals, 23, 27-38.
  • Snyder, E. P. (2002). Teaching students with emotional/behavioral disorders the skills to participate in the development of their own IEP meeting. Behavior Disorders, 27 (4), 340-357.
  • Snyder, E. P., & Shapiro, E. D. (1997). Teaching students with emotional/behavioral disorders the skills to participate in the development of their own IEPs. Behavioral Disorders, 22, 246 – 259.
  • Stowitschek, 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.
  • Test, D. W., Karvonen, M., & Wood, W. M. (2000). Choosing a self-determination curriculum. Teaching Exceptional Children 33 (2), 48-54.
  • VanReusen, A. & Bos, C. (1994). Facilitating student participation in individualized education programs through motivation strategy instruction. Exceptional Children, 60, 466-475.
  • Ward, M. J. (1988). The many facets of self-determination. National Information Center for Children and Youth with Handicaps: Transition Summary, 5, 2 - 3.
  • Ward, M. J. (1996). Coming of age in the age of self-determination. In. D. J. Sands & M. L. Wehmeyer (Eds.), Self-determination across the life span. (pp. 3 – 16). Baltimore: Paul Brookes Publishing Co.
  • Ward, M. J., & Kohler, P. J. (1996). Teaching self-determination: Content and process. In L. E. Powers, G. H. S. Singer, & J. Sowers (Eds.), On the road to autonomy. (pp. 275 - 290). Baltimore: Paul H. Brookes.
  • Wehmeyer, M. (1997). Student-directed learning and self-determination. In M. Agran (Ed.), Student directed learning: teaching self-determination skills (pp. 28 - 59). Pacific Grove, CA: Brooks/Cole.
  • Wehmeyer, M. L. (1992). Self-determination: Critical skills for outcome-oriented transition services. The Journal for Vocational Special Needs Education, 15, 3 - 9.
  • Wehmeyer, M. L. (1994). Perceptions of self-determination and psychological empowerment of adolescents with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 29, 9 - 21.
  • Wehmeyer, M. L., Agran, M., & Hughes, C. (1998). Teaching self-determination to students with disabilities. Baltimore: Paul Brookes.
  • Wehmeyer, M.L., Kelchner, K., & Richards. S. (1996). Essential characteristics of self-determined behaviors of adults with mental retardation and developmental disabilities. American Journal on Mental Retardation, 100, 632-642.
  • Wehmeyer, M. & Lawrence, M. (1995). Whose future is it anyway? Promoting student involvement in transition planning. Career Development for Exceptional Individuals, 18, 69-83.
  • Wehmeyer, M. L., Palmer, S. B., Agran, M., Mithaug, D. E., & Martin, J. E. (2000). Promoting causal agency: The self-determined learning model of instruction. Exceptional Children, 66 (4), 439-453.
  • Wehmeyer, M. & Sands, D. J. (Eds.), Making it happen: Student involvement in educational planning, decision-making, and instruction. Baltimore, MD: Paul Brooks Publishing Co.
  • Wehmeyer, M. L. & Schalock, R. L. (2001). Self-determination and quality of life: Implications for special education services and supports. Focus on Exceptional Children, 33 (8), 1-16.