TY - JOUR
T1 - Self-determination interventions for students with and at risk for emotional and behavioral disorders
T2 - Mapping the knowledge base
AU - Carter, Erik W.
AU - Lane, Kathleen Lynne
AU - Crnobori, Mary
AU - Bruhn, Allison L.
AU - Oakes, Wendy P.
PY - 2011/2
Y1 - 2011/2
N2 - Recognizing the association between self-determination and improved educational and postschool outcomes for children and youth with or at risk for emotional and behavioral disorders (EBD), increased attention has focused on efforts to promote the skills and attitudes that enhance self-determination. We conducted a comprehensive, systematic review of school-based intervention studies addressing nine component elements of self-determination for students with and at risk for EBD. These 81 studies primarily addressed a narrow range of self-determination elements as intervention components (i.e., self-management and self-regulation, problem solving, goal setting and attainment) or outcome measures (i.e., self-efficacy, problem solving), with relatively few studies addressing students from culturally diverse backgrounds. Additional research is needed to address key gaps related to the school contexts within which these interventions have been delivered. We offer recommendations for future research aimed at expanding this knowledge base to address the full spectrum of students and school contexts in which they are served.
AB - Recognizing the association between self-determination and improved educational and postschool outcomes for children and youth with or at risk for emotional and behavioral disorders (EBD), increased attention has focused on efforts to promote the skills and attitudes that enhance self-determination. We conducted a comprehensive, systematic review of school-based intervention studies addressing nine component elements of self-determination for students with and at risk for EBD. These 81 studies primarily addressed a narrow range of self-determination elements as intervention components (i.e., self-management and self-regulation, problem solving, goal setting and attainment) or outcome measures (i.e., self-efficacy, problem solving), with relatively few studies addressing students from culturally diverse backgrounds. Additional research is needed to address key gaps related to the school contexts within which these interventions have been delivered. We offer recommendations for future research aimed at expanding this knowledge base to address the full spectrum of students and school contexts in which they are served.
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U2 - 10.1177/019874291103600202
DO - 10.1177/019874291103600202
M3 - Article
AN - SCOPUS:80052085769
SN - 0198-7429
VL - 36
SP - 100
EP - 116
JO - Behavioral Disorders
JF - Behavioral Disorders
IS - 2
ER -