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self-determination

Self-determination means having the skills, knowledge, drive, and support to direct one’s own life in personally valued ways. This line of work focuses on providing the instruction and opportunities students need to develop skills that enhance their self-determination.  

research studies

  • Carter, E. W., Boehm, T. L., Biggs, E. E., Annandale, N. H., Taylor, C., Logeman, A. K., & Liu, R. Y. (2015). Known for my strengths: Positive traits of transition-age youth with intellectual disability or autism. Research and Practice for Persons with Severe Disabilities, 40, 101-119. doi: 10.1177/1540796915592158

  • Carter, E. W., Lane, K. L., Jenkins, A., Magill, L., M., Germer, K., & Greiner, S. (2015). Administrator views on providing self-determination instruction in elementary and secondary schools. The Journal of Special Education, 49, 52-64. doi: 10.1177/0022466913502865

  • Carter, E. W., Brock, M. E., & Trainor, A. A. (2014). Transition assessment and planning for youth with severe intellectual and developmental disabilities. The Journal of Special Education, 47, 245-255. doi: 10.1177/0022466912456241

  • Carter, E. W., Lane, K. L., Cooney, M., Weir, K., Moss, C. K., & Machalicek, W. (2013). Parent assessments of self-determination importance and performance for students with autism or intellectual disability. American Journal on Intellectual and Developmental Disabilities, 88, 16-31. doi: 10.1352/1944-7558-118.1.16

  • Carter, E. W., Lane, K. L., Cooney, M., Weir, K., Moss, C. K., & Machalicek, W. (2013). Self-determination among transition-age youth with autism or intellectual disability: Parent perspectives. Research and Practice for Persons with Severe Disabilities, 38, 129-138. doi: 10.2511/027494813809330234

  • Lane, K. L., Carter, E. W., & Sisco, L. G. (2012). Paraprofessional involvement in self-determination instruction for students with high-incidence disabilities. Exceptional Children, 78, 237-251. doi: 10.1177/001440291207800206

  • Solberg, V. S., Howard, K. A. S., Gresham, S. L., Phelps, L. A., & Carter, E. W. (2012). Quality learning experiences, self-determination, and academic success: A path analytic study among youth with disabilities. Career Development and Transition for Exceptional Individuals, 35, 85-96. doi: 10.1177/2165143412439887

  • Carter, E. W., Lane, K. L., & Sisco, L. G. (2011). Paraprofessional perspectives on promoting self-determination among elementary and secondary students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 36, 1-10.

  • Carter, E. W., Swedeen, B., Walter, M. J., Moss, C. K., & Hsin, C. T. (2011). Perspectives of young adults with disabilities on leadership. Career Development for Exceptional Individuals, 34, 57-67. doi: 10.1177/0885728810387411

  • Carter, E. W., Trainor, A. A., Owens, L., Swedeen, B., & Sun, Y. (2010). Self-determination prospects of youth with high-incidence disabilities: Divergent perspectives and related factors. Journal of Emotional and Behavioral Disorders, 18, 67-81. doi: 10.1177/1063426609332605

  • Carter, E. W., Owens, L., Trainor, A. A., Sun, Y., & Swedeen, B. (2009). Self-determination skills and opportunities of adolescents with severe intellectual and developmental disabilities. American Journal on Intellectual and Developmental Disabilities, 114, 179-192. doi: 10.1352/1944-7558-114.3.179

  • Carter, E. W., Trainor, A. A., Sun, Y., & Owens, L. (2009). Assessing the transition-related strengths and needs of adolescents with high-incidence disabilities. Exceptional Children, 76, 74-94. doi: 10.1177/001440290907600104

  • Carter, E. W., Lane, K. L., Pierson, M. R., & Stang, K. K. (2008). Promoting self-determination for transition-age youth: Views of high school general and special educators. Exceptional Children, 75, 55-70. doi: 10.1177/001440290807500103

  • Pierson, M. R., Carter, E. W., Lane, K. L., & Glaeser, B. (2008). Factors influencing the self-determination of transition-age youth with high incidence disabilities. Career Development for Exceptional Individuals, 31, 115-125. doi: 10.1177/0885728808317659

  • Carter, E. W., Lane, K. L., Pierson, M., & Glaeser, B. (2006). Self-determination skills and opportunities of transition-age youth with emotional disturbance and learning disabilities. Exceptional Children, 72, 333-346. doi: 10.1177/001440290607200305


chapters and reviews

  • Carter, E. W., & Unruh, D. K. (2012). Transition education for adolescents with emotional and behavioral disorders. In M. L. Wehmeyer & K. W. Webb (Eds.), Handbook of adolescent transition education for youth with disabilities (pp. 454-474). New York, NY: Routledge. 

  • Carter, E. W., Weir, K., Cooney, M., Walter, M. J., & Moss, C. K. (2012). Fostering self-determination among children and youth with disabilities: Lessons from parents. Exceptional Parent, 42(3), 13-17. 

  • Carter, E. W. (2010). Promoting self-determination among transition-age youth with emotional/behavioral disorders: Promising practices. In D. Cheney (Ed.), Transition of students with emotional and behavioral disabilities: Current approaches for positive outcomes (pp. 51-78; 2nd ed.). Champaign, IL: Research Press.

  • Carter, E. W., Lane, K. L., Crnobori, M., Bruhn, A. L., & Oakes, W. P. (2011). Self-determination interventions for students with and at risk for emotional and behavioral disorders: Mapping the knowledge base. Behavioral Disorders, 36, 100-116. 


practice guides