Background: The aim of this study was to identify, extract, summarize and list the features of applied cognitive technology used to support employment-related outcomes for people with intellectual and developmental disabilities. Method: Thematic analysis was employed on a published research base of 41 studies obtained through a larger scoping…

Parenting styles and practices are crucial in promoting the self-determination of children. The purpose of the current study was to investigate the role of parenting styles and practices in enhancing the self-determination of children with/without intellectual and developmental disabilities (IDD). The present study was carried out with a sample of…

Objectives: The aim of this study is to update and extend an original meta-analysis which included papers published up to and including 2003 and investigated the impact of technology use on employment-related outcomes for people with intellectual and developmental disability. Methods: Following on from the original meta-analysis, this study is a…

Implementation science examines the process of how programs are put into action to produce outcomes and represents an emerging approach for analyzing the utilization of evidence-based practices (EBPs) in school settings. When EBPs are implemented effectively, they result in positive student outcomes. The "Self-Determined Learning Model of…

There is a strong link between the development of skills associated with self-determination (i.e., choice-making, decision-making, problem solving, goal setting and attainment, planning, self-management, self-advocacy, self-awareness, and self-knowledge) and positive school (e.g., academic achievement) and postschool (e.g., employment, community…

The purpose of this manuscript was to systematically review the literature on the use of portable smart devices in teaching students with intellectual disability functional skills. Eighteen empirical studies were identified and summarized. This review especially focused on which devices were included and how these devices were used to teach home-,…

This article reports the results of an examination of the endorsement, reliability, and factorial validity of the VIA--Youth and assessment of character strengths and virtues developed for the general population in youth with and without intellectual disability. Findings suggest that, generally, youth with intellectual disability endorsed…

The "Self-Determination Inventory--Student Report" (SDI-SR) was developed to address the need in the field for new, theoretically aligned measures of self-determination. The purpose of this study was to establish the most robust and efficient set of items to assess the self-determination of adolescents with and without disabilities on…

Implementation science examines the process of how programs are put into action to produce outcomes and represents an emerging approach for analyzing the utilization of evidence-based practices (EBPs) in school settings. When EBPs are implemented effectively, they result in positive student outcomes. The "Self-Determined Learning Model of…

Progress in including students with the most significant cognitive disabilities in general education environments has been unquestionably slow during the past quarter century. Systematic approaches to identifying and arranging supports are needed to accelerate this outcome. In this article, we propose an approach to understanding students by their…

Given the increasing enrollment of students with intellectual and developmental disabilities in postsecondary education and the potential impact of self-determination on postsecondary outcomes, this study analyzed data on the self-determination status of students with intellectual and developmental disabilities completing their first year of a…

As adolescents with intellectual disability (ID) transition to adulthood, there is a need to plan for effective community-based supports that address the post-school life. There is also a need to plan for the impact of factors (e.g., medical/behavioral support needs) on supports needed for community participation. Data from the "Supports…

Students and adults with intellectual disability experience multiple barriers to taking tests, assessments, evaluations, questionnaires, and surveys. The literacy demands of common formats for soliciting objective and subjective feedback -- particularly written questions and answers -- makes typical assessment processes inaccessible to many people…

This study examined differences in self-determination among students with autism spectrum disorders (ASD), students with intellectual disability (ID), and students with learning disabilities (LD). A total of 222 participants with an equal size group for each of the three disability categories were selected to participate in the comparison of total…

This study compared the reliability, validity, and measurement properties of the "Supports Intensity Scale-Children's Version" (SIS-C) in children with autism and intellectual disability (n = 2,124) and children with intellectual disability only (n = 1,861). The results suggest that SIS-C is a valid and reliable tool in both populations.…