Self-Determination of Students with Autism Spectrum Disorder: A Systematic Review

We examined the thematic categories of research studies, rigor of research, and influential factors. Among the 18 included studies, three distinct thematic categories were identified: (a) intervention research, (b) stakeholders ’ perceptions, and (c) contextual analysis. Intervention articles were the most prevalent, followed by articles that reported stakeholders’ perceptions. Contextual analysis articles were less common. Several factors have been identified that influence student self-determination (e.g. age, gender , hours spent with peers, educational placement). This review suggests that self-determination of students with ASD can be promoted through instructional methods, and there are personal and environmental factors that are important to consider when supporting the self-determination of students with A SD. However, there is a need for enhanced rigor of research in future studies.
Source: Journal of Developmental and Physical Disabilities - Category: Disability Source Type: research