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Career Development for Exceptional Individuals
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Factors Influencing the Self-Determination of Transition-Age Youth With High-Incidence Disabilities

Melinda R. Pierson

California State University, Fullerton, mpierson{at}exchangefullerton.edu

Erik W. Carter

University of Wisconsin-Madison

Kathleen Lynne Lane

Peabody College of Vanderbilt University

Barbara C. Glaeser

California State University, Fullerton

Recognizing the contributions of self-determination to improved outcomes for transition-age youth with disabilities, researchers are increasingly directing their efforts toward identifying factors associated with (a) these students' acquisition of skills that enhance self-determination and (b) educators' efforts to promote opportunities to be self-determined. This article examines the contributions of social skills and problem behaviors to the self-determination of 90 high school students with emotional disturbances and learning disabilities. Social skills were found to be a significant predictor of students' capacity for self-determination, but were not associated with self-determination opportunities at school. Ratings of students' problem behaviors added no additional predictive value. The association between these skill domains has important implications for the design of meaningful transition experiences for these youth.

Key Words: high-incidence disabilities • self-determination • high school • independence • transition

This version was published on August 1, 2008

Career Development for Exceptional Individuals, Vol. 31, No. 2, 115-125 (2008)
DOI: 10.1177/0885728808317659
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