Peter Blanck

Michael L. Wehmeyer

Karrie A. Shogren

Jonathan Martinis

Integrates research, theory, and practice in supported decision-making and describes implications for supports provision in the disability field.

Theory, Research, and Practice to Enhance Self-Determination and Quality of Life

Supported Decision-Making

Deanna J. Sands

Recognizing that self-determination is one of the building blocks of independance for people with disabilities, this forward-looking book explores the theoretical, developmental, and practical aspects of decision making. Written by adults with disabilities, parents of children with disabilities, and professionals working in the field, this candid resource offers a host of suggestions on how to : - encourage the growth of self-esteem ; - incorporate self-determination skills into educational programs ; - begin skill training in the home ; - promote self-determination throughout the life span ; - evaluate the progress of skill acquisition. For a balanced perspective of the issues pertinent to self-determination and choice making, professionals, family members, and people with disabilities will want the wisdom found in "Self-determination across the life span."

Independence and Choice for People with Disabilities

Self-determination Across the Life Span

Nirbhay N. Singh

This handbook examines the wide-ranging applications of positive psychology in the field of intellectual and developmental disabilities. It discusses the change in perceptions of disability and the shifting use of traditional deficit-based treatments. It presents evidence-based approaches and strategies that promote individuals’ strengths and capacities and as well as provide supports and services to enhance quality of life. Chapters address medical and psychological aspects in intellectual and developmental disabilities, such as mindfulness, motivation, physical well-being, and self-regulation. The book also discusses uses of assessment practices in evaluating interventions and client outcomes. In addition, it explores ways practitioners, with positive psychology, can focus on what a person is capable of achieving, thereby leading to more effective approaches to care and treatment. Topics featured in the Handbook include: Translating the quality of life concept into practice. The Casual Agency Theory and its implications for understanding self-determination. The Mindfulness-Based Individualized Support Plan (MBISP) and its use in providing support to people with intellectual and developmental disabilities. The unique role that friendship plays to people’s lives and social well-being. Supported Decision-Making (SDM) as an alternative to guardianship. A positive psychology approach to aging and retirement. The Handbook of Positive Psychology in Intellectual and Developmental Disabilities is a must-have resource for researchers, professors, and graduate students as well as clinicians and related professionals in clinical child and school psychology, behavioral therapy, social work, applied behavioral analysis, recreational therapy, occupational therapy, education, speech and language pathology, psychiatry, clinical medicine, and nursing.

Translating Research into Practice

Handbook of Positive Psychology in Intellectual and Developmental Disabilities

H. Rutherford Turnbull

Ann A. Turnbull

Special Education in Today's Schools

Instructor's Review Copy for Exceptional Lives

Brian H. Abery

Roger J. Stancliffe

This book examines choice and preference in the lives of people with disability, focusing on people with intellectual and developmental disabilities. It provides an overview of choice and examines foundational concepts related to choice and preference, including self-determination and supported decision making. Chapters examine a range of critical service and policy issues, such as guardianship, individualized funding, the health care system, and the situation regarding choices for people with disability in international contexts. In addition, chapters explore issues ranging from the development of preference and choice in childhood to choices in older age and end of life matters. It provides in-depth analysis of particular choices faced at different points across the lifespan. The book concludes with implications for policy and practice. Topics featured in this book include: Supported decision making for adults with intellectual disabilities or acquired brain injury. The role of parents and families in the development of choice-making skills. Preference assessments for individuals who cannot tell us what they prefer. Employment opportunities for people with intellectual disabilities. Sexual and reproductive rights for people with intellectual disabilities. Disability and the choice to become a parent. Choice, Preference, and Disability is an essential resource for researchers, professors, clinicians, therapists, and other professionals as well as graduate students in the fields of developmental and positive psychology, rehabilitation, social work, special education, occupational, speech and language therapy, public health, and healthcare policy.

Promoting Self-Determination Across the Lifespan

Choice, Preference, and Disability

Sharon L. Field

This teacher-friendly guide presents research-proven instructional techniques that empower students with disabilities to become their own advocates and use effective choice-making, problem-solving, and goal-setting skills.

Instructional and Assessment Strategies

Self-Determination

Carolyn Hughes

Martin Agran

Paul Wehman

This teacher-friendly resource offers a variety of instructional strategies for teaching students the specific skills they need for more satisfactory, self-directed lives--skills like: - assertiveness - goal setting - self-advocacy - self-management - decision making - problem solving - self-awareness Practicing and prospective educators will find objectives and key terms at the beginning of each chapter and vignettes and case studies sprinkled throughout, making the book an ideal text. This is an invaluable resource for meeting IDEA 1997 requirements while motivating high school students with disabilities to prepare for successful transitions to adulthood.

Basic Skills for Successful Transition

Teaching Self-determination to Students with Disabilities

Affordable and complete, this book provides evidence-based strategies to promote self-determination, and is the first volume to combine both theory and practice in this area. Because self-determination is a key issue for students with moderate and severe disabilities, this is an ideal resource for middle and secondary special educators, school psychologists, and other school practitioners.

Promoting Self-determination in Students with Developmental Disabilities

Shane J. Lopez

Todd D. Little

This volume examines the developmental aspects of the general psychological construct of self-determination. The term refers to self- (vs. other-) caused action—to people acting volitionally—as based on their own will. Research conducted in the fields of psychology and education shows the importance of self-determination to adolescent development and positive adult outcomes. The first part of this volume presents an overview of theories and historical antecedents of the construct. It looks at the role of self-determination in major theories of human agentic behavior and of adolescent development and individuation. The second part of the volume examines the developmental origins and the trajectory of self-determination in childhood, adolescence, and adulthood, and looks as aging aspects. The next part presents studies on the evolutionary aspects, individual differences and healthy psychological development. The last part of the book covers the development of causal and agentic capability.

Development of Self-Determination Through the Life-Course

This handbook is the first comprehensive text on positive psychology and disability. Emphasizing paradigmatic changes in understanding disability, the text covers traditional disciplines in positive psychology; and applications of positive psychology to domains like education or work.

The Oxford Handbook of Positive Psychology and Disability

J. David Smith

At the vortex of the American eugenics tragedy was the seemingly sordid tale of a "degenerate" family from rural New Jersey.Published in 1912, The Kallikak Family was a pseudoscientific treatise describing generations of illiterate, poor, and purportedly immoral Kallikak family members who were chronically unemployed, "feebleminded," criminal, and, in general, perceived asthreats to "racial hygiene." Psychologist Henry Herbert Goddard invented the pseudonym "Kallikak"-from the Greek words Kallos (beauty) and Kakos (bad)-to illustrate the eugenic belief in the role of nature and heredity as unalterable forces leading to degeneracy, and his tale of the contrasting fates of the disparate Kallikak ancestral lines reigned for decades as seemingly conclusive proof of the hereditary nature of intelligence, feeblemindedness, criminal behavior, and degeneracy. The starting point for Goddard's moral tale was "Deborah Kallikak," an inmate at his institution for the feebleminded. Incredibly, as revealed in detail for the first time in Good Blood, Bad Blood: Science, Nature, and the Myth of the Kallikaks, Goddard was completely wrong. No degenerate line descended from the purported Kallikak progenitor. There were only people-some of whom had resources and access to education, others of whom were poor, uneducated, and cast into the cauldron that was urban America at the dawn of the Industrial Age. The pseudonymous "Deborah Kallikak" became the poster child for societal fears regarding immigration, heredity, and racial integration, the flames of which were fanned by a select group of well-educated, upper class, American scientists marching under the banner of the new "science" of eugenics. In the 100 years since publication of The Kallikak Family, the woman Goddard called "Deborah" has remained in the shadows of history, known only by the name forced upon her. Using new source material, Good Blood, Bad Blood tells her story in its entirety-in dram

Science, Nature, and the Myth of the Kallikaks

Good Blood, Bad Blood

Ann P. Turnbull

Through real-life stories of children and their families, Exceptional Lives provides teachers with a comprehensive experience in special education. Long noted for their focus on inclusion, families, and partnerships, the authors present a realistic look at the workings of special education as future teachers, both general and special educators, will need to know it. Focused on real students with special needs, this book offers strategies and interventions based upon 5 core values: envisioning high expectations, enhancing positive contributions, building on strengths, acting on choices, expanding relationships, and ensuring full citizenship. General K-12 Inservice Teachers and Special Educators.

Exceptional Lives

Harilyn Rousso

Enables teachers and other school personnel working with students with disabilities to provide a gender equitable educational experience.

Addressing Gender Equity in Special Education

Double Jeopardy

Dennis E. Mithaug

This text provides a comprehensive overview of three theoretical perspectives proposed during the past decade addressing the self-determination construct as it applies to the field of special education. The three models were selected primarily because they have focused on defining and categorizing self-determination for all students with disabilities, including students with mental retardation and other cognitive disabilities. These models are intended to provide students and practitioners a solid grounding in self-determination theory. All models have been evaluated among students with cognitive disabilities but are applicable to all students with or without disabilities. The authors research each model and have applied their own theoretical framework to special education, ensuring that interventions to promote skills like problem solving, goal setting, decision making, and self-advocacy are in place for all students. By reading this text, the reader will gain a solid, theoretically based foundation in understanding the self-determination construct which ultimately supports the development of instructional interventions that enable students with disabilities to become self-determined. It will be useful as a text in upper undergraduate and graduate courses in special education, psychology, social work/welfare, general education, vocational rehabilitation and disability studies.

Michael L. Wehmeyer

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