Self-determination interventions for students with and at risk for emotional and behavioral disorders: Mapping the knowledge base

Erik W. Carter, Kathleen Lynne Lane, Mary Crnobori, Allison L. Bruhn, Wendy P. Oakes

Research output: Contribution to journalArticle

45 Scopus citations


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.

Original languageEnglish (US)
Pages (from-to)100-116
Number of pages17
JournalBehavioral Disorders
Issue number2
StatePublished - Feb 1 2011
Externally publishedYes


ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology

Cite this