Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
1 recherche sur le mot-clé 'self-determination, autism, The Arc’s Self-Determination Scale, intellectual disability, learning disabilities'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Comparisons of Self-Determination Among Students With Autism, Intellectual Disability, and Learning Disabilities: A Multivariate Analysis / Yu-Chi CHOU in Focus on Autism and Other Developmental Disabilities, 32-2 (June 2017)
[article]
Titre : Comparisons of Self-Determination Among Students With Autism, Intellectual Disability, and Learning Disabilities: A Multivariate Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Yu-Chi CHOU, Auteur ; Michael L. WEHMEYER, Auteur ; Susan B. PALMER, Auteur ; Jaehoon LEE, Auteur Article en page(s) : p.124-132 Langues : Anglais (eng) Mots-clés : self-determination, autism, The Arc’s Self-Determination Scale, intellectual disability, learning disabilities Index. décimale : PER Périodiques Résumé : 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 self-determination and domain scores. A multivariate analysis of covariance (MANCOVA) was performed on four dependent variables (DVs)/factors, including autonomy, self-regulation, psychological empowerment, and self-realization. The results indicated that students with ASD had significantly lower levels of autonomy compared with students in either other group; that students with ID had significantly lower levels of self-regulation than students with LD, but not significantly different from students with ASD; that students with ASD and students with ID had significantly lower levels of psychological empowerment than students with LD; and that students with ID had significantly lower levels of self-realization than students with LD, but not significantly different from students with ASD. Suggestions for future research and implications for educators were also discussed. En ligne : http://dx.doi.org/10.1177/1088357615625059 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307
in Focus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.124-132[article] Comparisons of Self-Determination Among Students With Autism, Intellectual Disability, and Learning Disabilities: A Multivariate Analysis [Texte imprimé et/ou numérique] / Yu-Chi CHOU, Auteur ; Michael L. WEHMEYER, Auteur ; Susan B. PALMER, Auteur ; Jaehoon LEE, Auteur . - p.124-132.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.124-132
Mots-clés : self-determination, autism, The Arc’s Self-Determination Scale, intellectual disability, learning disabilities Index. décimale : PER Périodiques Résumé : 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 self-determination and domain scores. A multivariate analysis of covariance (MANCOVA) was performed on four dependent variables (DVs)/factors, including autonomy, self-regulation, psychological empowerment, and self-realization. The results indicated that students with ASD had significantly lower levels of autonomy compared with students in either other group; that students with ID had significantly lower levels of self-regulation than students with LD, but not significantly different from students with ASD; that students with ASD and students with ID had significantly lower levels of psychological empowerment than students with LD; and that students with ID had significantly lower levels of self-realization than students with LD, but not significantly different from students with ASD. Suggestions for future research and implications for educators were also discussed. En ligne : http://dx.doi.org/10.1177/1088357615625059 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307