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1. Using a Technology based Curriculum to Promote Self-Determination Kendra Williams-DiehmRick DeRennaux Lori MetcalfOklahoma Transition Institute 2013 Photo of a statue of a man on the OU campus

2. Introduction • Research • Post-School Outcomes & Transition • Technology Acquisition • Self-Determination

3. Self-Determination “volitional actions that enable one to act as the primary causal agent in one’s life and to maintain or improve one’s quality of life” (Wehmeyer, 2006) Self-Determination

4. 4 Essential Characteristics of S-D behavior (Function) • Person acted autonomously, • Behavior was self-regulated, • Person initiated and responded to an event in a psychologically empowered manner, and • The person acted in a self-realizing manner

5. Component Elements of Self-Determined Behavior • Choice-making • Decision-making • Problem-solving • Goal-setting and attainment • Independence, risk-taking, and safety skills • Self-observation, evaluation, and reinforcement skills • Self-instruction skills • Self-Advocacy and leadership skills Young adult with developmental disabilities working

6. Evidence Base for SDWehmeyer & Schwartz (1997) • Employed at a higher rate • Earning more per hour than their peers who were not self-determined. One year after high school, a study of 80 graduates showed that self-determined individuals were more likely to have achieved more positive adult outcomes.

7. Cobb, Lehmann, Newman-Gonchar, & Alwell (2009) Narrative meta-synthesis of 7 systematic reviews of S-D since 2000 indicated: • Multi-component interventions had greater positive effects than single-component interventions, and • Self-determination and academic productivity outcomes were more positive than academic quality outcomes.

8. Self-Determination emerges… • By enhancing capacity using component elements of self-determined behavior (choice-making, problem- solving skills). • By being in an environment that supports choice and student-involvement. • By having frequent experiences that include choice and student involvement. • By providing supports and accommodations.

9. Transition Best Practices • Self-determination (Wehmeyer & Schwartz, 1997) • Previous job training experience (Benz, Lindstrom, & Yovanoff, 2000) • Family involvement (Fourqurean, Meisgeier, Swank, & Williams, 1991) • Parents high expectations (O’Reilley, Fafard, Wagner, & Schiller, 2006). • Families provide a foundation for the adolescent’s choices regarding school, classes, and post-school plans (Lichtenstein, 1998) • Student participation (Heal, Khoju, Rusch, & Harnisch, 1999). • Student engagement (Fin and Owings, 2006).

10. Transition and Technology • Universally –designed instructional technology (Rose & Meyer, 2002)(Wehmemyer, Palmer, Smith, Davies, & Stock, 2008) (Wehmeyer, Palmer, Williams-Diehm, Shogren, Davies & Stock, in press). • Technology training shows great promise for enhancing self-determination, thus enhancing the post-school outcomes of youth with disabilities (Lee, et al., in press).

11. ITSE NETS (students) • Creativity and Innovation • Communication and Collaboration • Research and Information Fluency • Critical Thinking, Problem Solving, and Decision Making • Digital Citizenship • Technology Operations and Concepts Young adults working on a computer

12. Group Activity • ITSE Standards • Are students graduating with competency in each of the ITSE standards? • To what extent does competence in the ITSE standards matter? • How do we improve students’ competence in the ITSE standards?

13. What is Tech-Now • Innovative school program designed to provide technology training • Aligned with Oklahoma PASS Standards • Provides high school graduation credit • Student complete variety of technology-based projects • Tech-Now Demonstration

14. Research Design • Experimental Group: Tech-Now Students (n=120) • Control Group: students with disabilities (n=120) • 2 yr. study; new sample drawn in yr. 1 & yr. 2 • Pre- post- design

15. Demographics – Year 1Disability Category

16. Demographics – Year 1Ethnicity

17. Student Measures • AIR Self-Determination Scale Student Form • Transition Acquisition and Goal Generator– Student Version • Technology Survey • Demographic Form • Post-school Plan and Outcome Survey (seniors only)

18. Teacher Measures • AIR Self-Determination Scale Professional Version • Transition Acquisition and Goal Generator– Professional Version • Demographic Form – Beginning of Year • Demographic Form – End of Year • Fidelity measures

19. Technology Acquisition • Tech-Now vs Control Group • Tech-Now Only: Mild/Mod vs Sev/Pfd

20. Transition Acquisition and Goal Generator • Tech-Now vs Control Group • Tech-Now Only: Mild/Mod vs Sev/Pfd

21. Self-Determination Development • Tech-Now vs Control Group • Tech-Now Only: Mild/Mod vs Sev/Pfd

22. Big Picture! • We know the higher self-determination makes better post school outcomes • Tech-Now promotes higher SD (faster development) • Technology is critical to the future – students must have technology skills • Tech-Now teaches technology skills

23. Contact Information Kendra Williams-Diehm, PhD (405) 325-5848 klwd@ou.edu Rick DeRenneax, M.Ed. derennaux@gmail.com Lori Metcalf, Ed.S. Lori.metcalf.1@ou.edu Picture of the Sooner Schooner Photo of a male statue on the OU campus