dc.contributor.author | Youngsun Lee | |
dc.contributor.author | Michael L. Wehmeyer | |
dc.contributor.author | Susan B. Palmer | |
dc.contributor.author | Kendra Williams-Diehm | |
dc.contributor.author | Daniel K. Davies | |
dc.contributor.author | Steven E. Stock | |
dc.date.accessioned | 2016-01-14T19:52:44Z | |
dc.date.accessioned | 2016-03-30T15:33:42Z | |
dc.date.available | 2016-01-14T19:52:44Z | |
dc.date.available | 2016-03-30T15:33:42Z | |
dc.date.issued | 2011-08-01 | |
dc.identifier.citation | Lee, Y., Wehmeyer, M. L., Palmer, S. B., Williams-Diehm, K., Davies, D. K., & Stock, S. E. (2011). The Effect of Student-Directed Transition Planning With a Computer-Based Reading Support Program on the Self-Determination of Students With Disabilities. The Journal of Special Education, 45(2), 104-117. doi: 10.1177/0022466909358916 | en_US |
dc.identifier.uri | https://hdl.handle.net/11244/24878 | |
dc.description.abstract | The purpose of this study was to investigate the impact of student-directed transition planning instruction (Whose Future Is It Anyway? curriculum) with a computer-based reading support program (Rocket Reader) on the self-determination, self-efficacy and outcome expectancy, and transition planning knowledge of students with disabilities. This study employed a pre- and postmeasure design with 168 middle school students with disabilities who were assigned to an experimental group (n = 86) and control group (n = 82). The results of the study demonstrated that self-determination, self-efficacy, and outcome expectancy for education planning improved through the application of Rocket Reader . Avenues are discussed for promoting middle school students’ self-determination in their transition planning, as are implications for future research. | en_US |
dc.language.iso | en_US | en_US |
dc.publisher | The Journal of Special Education | |
dc.subject | self-determination | en_US |
dc.subject | transition planning | en_US |
dc.subject | middle/junior high school students | en_US |
dc.subject | technology | en_US |
dc.subject | reading supports | en_US |
dc.title | The Effect of Student-Directed Transition Planning With a Computer-Based Reading Support Program on the Self-Determination of Students With Disabilities | en_US |
dc.type | Research Article | en_US |
dc.description.peerreview | Yes | en_US |
dc.description.peerreviewnotes | https://us.sagepub.com/en-us/nam/manuscript-submission-guidelines | en_US |
dc.identifier.doi | 10.1177/0022466909358916 | en_US |
dc.rights.requestable | false | en_US |