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sition planning.” (p. 118). Although <strong>the</strong>re has been improvement in supporting students in <strong>the</strong>ir role during <strong>the</strong>ir personal transition from school to post school environments, it is essential that legislation, school initiatives and service supports, honor and respect <strong>the</strong> individuals <strong>the</strong>y serve, particularly if guardian appoints are a result of IDEA mandate interpretations. References Abery, B. H., & Stancliffe, R. J. (1996). The ecology of self-determination. In D. J. Sands & M. L. Wehmeyer (Eds.), Self-determination across <strong>the</strong> life-span: Independence and choice for people with disabilities (pp. 111–145). Baltimore: Brookes. Agran, M., Blanchard, C., & Wehmeyer, M. L. (2000). Promoting transition goals and self-determination through student self-directed learning: The self-determined learning model of instruction. Education and Training in Developmental Disabilities, 35, 351–364. Algozzine, B., Browder, D., Karvonen, M., Test, D., & Wood, W. (2001). Effects of interventions to promote self-determination for individuals with disabilities. Review of Educational Research, 71, 219–277. Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research for education: An introduction to <strong>the</strong>ory and methods (3 rd ed.). Boston: Allyn and Bacon. Bulcroft, K., Kielkopf, M., & Tripp, K. (1991). Elderly wards and <strong>the</strong>ir legal guardians analysis of county probate courts in Ohio and Washington. The Gerontologist, 31, 156–173. Field, S., Sarver, M. D., & Shaw, S. F. (2003). Selfdetermination: A key to success in postsecondary education for students with learning disabilities. Remedial and Special Education, 24, 339–349. Grigal, M., Neubert, D. A., Moon, M. S., & Graham, S. (2003). Self-determination for students with disabilities: Views of parents and teachers. Exceptional Children, 70, 97–112. Halpern, A. S. (1994). The transition of youth with disabilities to adult life: A position statement of <strong>the</strong> <strong>Division</strong> on Career Development and Transition, <strong>the</strong> Council for Exceptional Children. Career Development for Exceptional Children, 17, 115–124. Individuals with Disabilities Education Improvement Act of 2004, Pub. L. No. 108–446, 118 Stat. 2647 (2004). Katsyannis, A., Zhang, D., Woodruff, N., & Dixon, A. (2005). Transition supports to students with mental retardation: An examination of data from <strong>the</strong> National Longitudinal Transition Study 2. Education and Training in Developmental Disabilities, 40, 109–116. 292 / Education and Training in Developmental Disabilities-September 2008 Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Beverly Hill, CA: Sage Publications. Lindsey, P. (1994). Assessing <strong>the</strong> ability of adults with mental retardation to give direct consent for residential placement: A follow-up student for <strong>the</strong> Consent Screening Interview. Education and Training in Mental Retardation and Developmental Disabilities, 29, 155–164. Lindsey, P., & Luckasson, R. (1991). Consent screening interview for community residential placement: A report on initial pilot study data. Mental Retardation, 29, 119–124. Lisi, L. B., Burns, A. M., & Lussenden, K. (1994). National study of guardianship systems: Findings and recommendations. Ann Arbor, MI: The Center for Gerontology. Millar, D. S. (2007). “I never put is toge<strong>the</strong>r”: The disconnect between self-determination and guardianship – implications for practice. Education and Training in Developmental Disabilities, 42, 119–129. Millar, D. S. (2003). Age of majority, transfer of rights and guardianship: Considerations for families and educators. Education and Training in Developmental Disabilities, 38, 378–397. Millar, D. S., & Renzaglia, A. (2002). Factors affecting guardianship practices for young adults with disabilities. Exceptional Children, 68, 465–484. Pierangelo, R., & Giuliani, G. A. (2004). Transition services in special education: A practical approach. Boston, MA. Pearson Education, Inc. Rehabilitation Act Amendments of 1992, Pub. L. No. 102–569, 29 U.S.C., 701 et seq. (West 1992). Rehabilitation Act Amendments of 1998, Pub. L. No. 105–220, 29 U.S.C., 701 et seq. (West 1998). Stancliffe, R. J., Abery, B. H., Springborg, H. & Elkin, S. (2000). Substitute decision-making and personal control: Implications for self-determination. Mental Retardation, 38, 407–421. Test, D. W., Fowler, C. H., Brewer, D. M., & Wood, W. W. (2005). A content and methodological review of self-advocacy studies. Exceptional Children, 72, 101–125. Turnbull, A. P., & Turnbull, H. R. (2001). Selfdetermination for individuals with significant cognitive disabilities and <strong>the</strong>ir families. The <strong>Journal</strong> of <strong>the</strong> Association for Persons with Severe Handicaps, 26, 56–62. Wehmeyer, M. L., Agran, M., & Hughes, C. (2000). A national survey of teachers’ promotion of selfdetermination and student-directed learning. The <strong>Journal</strong> of Special Education, 34, 58–68. Wehmeyer, M. L., Kelchner, K., & Richards, S. (1995). Individual and environmental factors related to <strong>the</strong> self-determination of adults with mental retardation. <strong>Journal</strong> of Vocational Rehabilitation, 5, 291–305. Wehmeyer, M. L., & Metzler, C.A. (1995). How self-determined are people with mental retarda-
tion? The national consumer survey. Mental Retardation, 33, 111–119. Wehmeyer, M., & Palmer, S. (2003). Adult outcomes for students with cognitive disabilities three-years after high school: The impact of selfdetermination. Education and Training in Developmental Disabilities, 38, 131–144. Wehmeyer, M. L., & Schwartz, M. (1997). Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation or learning disabilities. Exceptional Children, 63, 245– 255. Received: 14 February 2007 Initial Acceptance: 18 April 2007 Final Acceptance: 14 July 2007 Self-Determination and Guardianship / 293
Page 1 and 2: Education and Training in Developme
Page 7 and 8: Self-Determination in Relation to H
Page 9 and 10: ticipants (a) believed the<
Page 11 and 12: Field notes were used to document <
Page 13 and 14: ling information, medical history a
Page 15 and 16: Home. Jack lived with his mo<strong
Page 17 and 18: we felt strongly that we needed inf
Page 19: literature, mostly to do with <stro
Page 23 and 24: Figure 1. Proposed intersection of
Page 25 and 26: teaching in each program for five y
Page 27 and 28: also used to support and challenge
Page 29 and 30: Despite Paula’s description of an
Page 31 and 32: The paraprofessionals at Harborvill
Page 33 and 34: Figure 2. Resultant intersection of
Page 35 and 36: learning opportunities relevant to
Page 37 and 38: Bouck, E. C. (2005). Service delive
Page 39 and 40: Thirty Year Review of Safety Skill
Page 41 and 42: TABLE 1 Safety Skill Studies Refere
Page 43 and 44: TABLE 1—(Continued) Reference Par
Page 45 and 46: found differences only in efficienc
Page 47 and 48: skill for integrating persons with
Page 49 and 50: treatment of a burn) may take sever
Page 51 and 52: created video programs to teach stu
Page 53 and 54: and on-schedule behavior and decrea
Page 55 and 56: TABLE 1—(Continued) Author(s) Mor
Page 57 and 58: trums, aggression) in a four-year-o
Page 59 and 60: (Quill, 1995). Furthe</stro
Page 61 and 62: following picture prompt training.
Page 63 and 64: medication, for example anticonvuls
Page 65 and 66: TABLE 1 Number of Facilities That U
Page 67 and 68: Snoezelen on a variety of behaviors
Page 69 and 70: Kapell, D., Nightingale, B., Rodrig
Page 71 and 72:
ity being on the c
Page 73 and 74:
communication turns (i.e., initiati
Page 75 and 76:
Definitions of Target Behaviors and
Page 77 and 78:
student gave the p
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Figure 2. Bob’s performance data.
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contact increased 41% from baseline
Page 83 and 84:
Figure 5. Eric’s performance data
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Figure 6. Jen’s performance data.
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to students with severe disabilitie
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The use of arm splints has been suc
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Figure 1. Intervention results for
Page 93 and 94:
sions, he engaged in hand mouthing
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Effects of a Reciprocal Questioning
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4-45). Because the
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TABLE 2 Codes of Student Question G
Page 101 and 102:
TABLE 3 Examples of Elements of a S
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Figure 2. Self-monitoring checklist
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TABLE 4 Example Question Words, Thi
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Figure 4. Frequency of prompted and
Page 109 and 110:
Figure 5. Frequency of unprompted s
Page 111 and 112:
their children to
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and lack of random selection makes
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prehension-monitoring activities. C
Page 117 and 118:
all three participants who passed b
Page 119 and 120:
TABLE 2 Leisure Activities Used in
Page 121 and 122:
papers were removed and the
Page 123 and 124:
was 68% (range 42% to 83%). In <str
Page 125 and 126:
Teaching Test-taking Strategies to
Page 127 and 128:
ing experiences beginning at <stron
Page 129 and 130:
short essay question. Items were ei
Page 131 and 132:
plication of the t
Page 133 and 134:
Figure 2. Percent correct on <stron
Page 135 and 136:
aseline probes, data were highly va
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