self determination through goal setting webinar slides.pdf

5/29/20

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Dr. Jennifer N. Mahdavi

Define self-determination (SD) and discuss how goal setting & choice-making supports its development
Review evidence-based practices to support goal setting for individuals of diverse abilities and age ranges
Design procedures to teach children with or without disabilities to set their own goals/ make choices

Children are home; parents are mediating education
Online learning may not “fit” the needs of:
- Young children
- Individuals with some disabilities
Restrictions due to the pandemic add to:
- Anxiety
- Feeling out-of-control
- Sense of confusion
Helping children take charge of each day by setting and working toward a goal could help relieve anxiety and increase productivity– in both students and adults!

Skills & traits that lead to more independent living (Wehmeyer, 2015)
“Academic enablers” that support success (Gresham, 2015)
Low SD → poor future outcomes
Learned helplessness (Shogren et al., 2017; Sands & Doll, 1996)
Increased community engagement and social skills (Wehmeyer, Shogren & Seo, 2015)
Increased motivation and satisfaction with work or life choices (Shogren et al., 2017; Pelletier & Joussemen, 2017; Rowe et al., 2015)
Benefits include:
- Improved career & employment options
- Increased community engagement and social skills

Young children:
- Choice making & self-regulation of feelings/reactions (Palmer et al., 2013)
- Problem solving (Tensfeldt, Verroux & Mahdavi, 2018)
Individuals with Intellectual Disability:
- Set appropriate goals (Kleinert et al., 2014)
- Monitoring of self-set goals (Wehmeyer et al., 2013)
Students with learning or emotional/behavioral disorders:
- Improve reading ability (Bruhn & Watt, 2012) and vocabulary (Kim et al., 2018)
- Increase on-task behavior (Verrall, 2012)
- Develop social skills (Peterson et al., 2006)

Make Choices: “What do you want to work on first today?” Hard thing or easy thing? Lunch, clothing, chores….
Respect: Allow child to explore having agency choices but within reason
Reinforce:
- Assist if asked
- Celebrate
Set goals: Establish feasibility of goal
- Model how adults set goals
- Checklist
Monitor:
- Sticker chart goals
- Graphic organizer
- Child-led
Reinforce:
- Discuss progress
- Celebrate!

Help the child understand the range of possible options
Ice cream for breakfast is probably NOT a legitimate choice
Long lists of school assignments may be overwhelming
Work with the child to identify his/her strengths as foundation for goal choices
- Run around the block vs. run a 5K vs. run a marathon
Give child ownership/agency in the discussion
Use explicit instruction to teach and practice SD skills
- I do- We do- You do
Set goals/make choices along with the child

5/29/20