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Abstract

This study compared the effects of two procedures for increasing self-determination skills with high school students with mental retardation. The McGill Action Planning System (MAPS) and the Choosing Employment Goals strand of the ChoiceMaker curriculum (ChoiceMaker) were presented to two groups offive students to determine theireffects on (a) The Arc's Self-Determination Scale (a studentself-rating instrument); (b) ChoiceMaker Self-Determination Assessment (a teacherrating instrument); (c)students' ability to articulate transitiongoals and needs in theareas of employment, education, residential choice, and recreation/leisure; and (d) student input into the transition component of their Individualized Education Program. Students in the MAPS condition answered questions and drew representational pictures related to theirown goals and needs. Students also provided input and feedback to responses made bypeers. In the ChoiceMaker condition, students were given instructions in completing worksheets, which required them to consider theirinterests, skills, limits, and concerns regarding each of thefour areas. Results favored the ChoiceMaker curriculum on student and teacher self-determination ratings and in terms of efficiency of instruction. Limitations of the study and suggestions for teaching self-determination skills are discussed.

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Comparison of the Effects of MAPS and ChoiceMaker on Student Self-Determination Skills

Abstract

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