Research suggests a potential relationship between self-determination and improved post-school outcomes for students with disabilities. Self-determination represents a particularly relevant variable which deserves increased attention for students with emotional and behavioral disorders (EBD); however, there is no consistent understanding on how to actually design instruction to enhance self-determination for students with EBD. This article offers a person-centered planning system developed for and in collaboration with students with EBD to address such post-school outcomes through the development of youth autonomy and goal-setting.
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