etadd_48(1) - Division on Autism and Developmental Disabilities

TABLE 3
Self-Determination Skill Use
CD” (School C). Self-reinforcing (Question
12) reportedly occurred in response to both
school (e.g., “When I did well and made the
honor roll, I told myself ‘Good job’” [School
A]) and outside school events (e.g., “I say ‘Be
cool’ when I did good playing soccer” [School
C]). Students reported that they self-monitored
(Question 13) primarily when exercising
“I count when I’m on a track—I got to do
five laps” (School A) or engaging in commu-
Response
School Never Sometimes Most of the time All of the time p
9. How often do you set your own goals in school, not with your parents/guardians?
(goal setting) .069
A 13 (68) a
3 (16) 2 (11) 1 (5)
B-C 9 (36) 3 (12) 4 (16) 9 (36)
10. How often do you speak up for yourself? (self-advocating) .002*
A 11 (57) 2 (11) 2 (11) 4 (21)
B-C 2 (7) 12 (44) 3 (11) 10 (37)
11. How often do you make choices by yourself? (choice making) .003*
A 8 (42) 8 (42) 2 (11) 1 (5)
B-C 3 (12) 4 (16) 8 (32) 10 (40)
12. How often do you tell or reward yourself that you did well when you finish a task?
(self-reinforcing) .005*
A 11 (58) 4 (21) 0 (0) 4 (21)
B-C 3 (11) 8 (30) 4 (15) 12 (44)
13. How often do you count the number of times you perform a task? (self-monitoring) .002*
A 16 (84) 3 (16) 0 (0) 0 (0)
B-C 8 (30) 7 (26) 6 (22) 6 (22)
14. How often do you tell yourself how to do a job or task? (self-instructing) .016
A 11 (58) 6 (32) 1 (5) 1 (5)
B-C 5 (19) 8 (31) 2 (8) 11 (42)
15. How often do you compare how well you are doing now with how well you did in the past?
(self-evaluating) .004*
A 15 (79) 2 (11) 1 (5) 1 (5)
B-C 7 (26) 5 (19) 4 (15) 11 (41)
16. How often do you solve problems by yourself at school, work, or at home? (problem-solving) .002*
A 9 (47) 8 (42) 2 (11) 0 (0)
B-C 2 (8) 9 (36) 4 (16) 10 (40)
17. How often do you make decisions for yourself? (decision making) .165
A 7 (37) 7 (37) 2 (11) 3 (16)
B-C 4 (15) 7 (27) 4 (15) 11 (42)
Note. *p .01.
a Frequency and percentage of responses. Variation in number of responses (range 44–46) is due to
responses being invalidated if no example was provided or example did not match response. School A is
compared against Schools B-C combined.
nity-based job training “I count the number
of tables I wash” (School C). Self-evaluating
(Question 15) was reported to occur in relation
to academic or work performance (e.g.,
“In the past I couldn’t read and write and now
I can help people when they are sick or hurt”
[School C]) and personal interactions (“I’m
getting along with my family better now”
[School B]). Problem-solving examples generally
were in response to outside school events,
10 / Education and Training in Autism and Developmental Disabilities-March 2013