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Background Advances in theoretical frameworks of self-determination require the development of new assessment instruments. This study examines the dimensional structure of a self-determination scale and analyses the factorial invariance of its measurement across age and gender. Method The AUTODDIS Scale was used to assess the self-determination of 541 people with intellectual disabilities aged from 11 to 40. Results Different models (correlational and hierarchical structures) of the scale were tested. The correlational model obtained from the exploratory structural equation model approach provided the best fit for the data. The results also supported measurement invariance across youths (aged 11 to 21 years) and adults (aged 21 to 40 years) and across genders. Conclusions This study contributes to international research on self-determination and the development of assessment tools in this field, offering a better understanding of this multifaceted and complex construct. The results provide construct validity evidence regarding a new measurement tool tested across people aged 11 to 40, using information from third parties. However, further research is needed to explore the best ways to understand and assess the different factors related to self-determination.

Research in the field of disability have stressed self-determination as a key construct, both at the individual level, because of its impact on quality of life, and at the organisational level, as ...

Background: Appropriate supports and instructional practices contribute to the development of self-determination. Also, research shows that the promotion of skills related to self-determination has been linked to the achievement of desired outcomes over the different life stages. Advances in self-determination require the development of assessment instruments because there is a reciprocal relationship between assessment and instruction. The purpose of this paper is to provide a description of the AUTODDIS Scale, along with evidence of its reliability and external validity. Method: A sample of 541 people with intellectual disabilities aged from 11 to 40 was used to validate the scale. Results: The reliability results indicate that the AUTODDIS Scale shows high internal consistency. The total score and subscale scores indicate moderate inter-rater reliability. The scores were also moderately to highly associated with other related measures of self-determination and quality of life (QoL). Conclusion: Our results demonstrate that consistent and valid information can be obtained from the AUTODDIS Scale.

This study analyses the relation between student misbehaviour and teacher coercion from a teacher perspective by taking further contextual variables into account. Our participants were 480 male/female secondary education and 351 primary education teachers from the Spanish Autonomous Community of Arag&oacute, n (Spain). This study forms part of the 2017 Coexistence Study in Arag&oacute, n Education Centres. According to the theoretical framework and the SEM (structural equation modeling), the results revealed a close relationship between student misbehaviour and teacher coercion, although other contextual variables also appeared in the regression equation: in coexistence rules and in teacher competence. We ultimately found a certain degree of difference between the primary and secondary education levels. On the secondary school level, teacher conflicts were associated with student misbehaviour, while coexistence rules and participative and inclusive activities predicted teacher coercion. Conversely, on the primary school level, participative and inclusive activities predict a lower frequency of student misbehaviour, while teacher competence predicts a lower frequency of teacher coercion.

This study aims to find out how the groups that form the education community (students, teachers, families) differ in terms of the various characteristics surrounding the cyberbullying phenomenon. To do this, we conducted research using a selective correlational and cross-sectional design to analyze relationships and differences among variables: defining cyberbullying, typology, involved roles, possible causes and coping strategies in the different groups. The study recruited 116 participants as follows: 51% were year-6 Primary Education students; 29% were students’ family members; 20% were school teachers. We collected data through an ad hoc questionnaire that a group of experts had previously validated. The results of the data analysis showed that significant differences appeared in terms of: how typologies were perceived; the importance of roles; coping strategies for cyberbullying. El objetivo de este trabajo es conocer en qué difieren los distintos grupos que conforman la comunidad educativa (alumnado, profesorado y familias) respecto a diversas características que envuelven al fenómeno ciberacoso. Para ello, se realiza este estudio de diseño selectivo transversal correlacional que pretende analizar las relaciones y diferencias entre las variables: definición de ciberacoso, tipología, roles implicados, posibles causas y estrategias de afrontamiento en los distintos grupos. Se contó con un total de 116 participantes, de los cuales un 51% era alumnado de 6º de primaria, un 29% familiares del alumnado y un 20% docentes de un centro educativo. Los datos fueron recogidos través de un mismo cuestionario ad hoc previamente validado por un conjunto de jueces expertos. Tras el análisis de los datos, los resultados muestran la existencia de diferencias significativas en la manera de percibir las tipologías, la importancia de los roles y las estrategias de afrontamiento del ciberacoso.

The Convention on the Rights of Persons with Disabilities have proclaimed the basic right of people to make one&rsquo, s own choices, have an effective participation and inclusion. Research in the field of disability have stressed self-determination as a key construct because of its impact on their quality of life and the achievement of desired educational and adulthood related outcomes. Self-determination development must be promoted through specific strategies and especially, by providing tailored opportunities to practice those skills. Providing these opportunities across environments could be especially relevant as a facilitator of self-determination development. This manuscript aims to ascertain if opportunities at home and in the community to engage in self-determined actions are mediating the relationship between people intellectual disability level and their self-determination. Results have confirmed direct effects of intellectual disability level on self-determination scores. Indirect effects also predicted self-determination and almost all its related components (self-initiation, self-direction, self-regulation, self-realization, and empowerment) through opportunities in the community and at home. Autonomy was predicted by the intellectual disability level through an indirect effect of opportunities at home, but not in the community. These results highlight the need for further research to better operationalize and promote contextually rooted opportunities for people with intellectual disability to become more self-determined.

Instruments to measure self-determination have only been available in the Spanish language to date, for adolescents with intellectual disability (ID). However, given the development of a new measure of self-determination for youth with and without disabilities, the Self-Determination Inventory, there is a need to adapt and validate this tool in the Spanish language so as to provide practitioners with a psychometrically strong measure of self-determination. This study provides evidence of reliability and validity of the Spanish version of the scale, empirically tested with a sample of 620 youth with and without disabilities in Spain. Specifically, validity was evidenced through structural equation modeling approaches, confirming the instrument adequacy to measure self-determination in Spanish speaking youth. Future lines of research are suggested.

Background: Most theoretical models of self-determination suggest that both environmental and personal factors influence the development of self-determination. The design and implementation of inte...

Resumen: La autodeterminación es uno de los constructos de mayor importancia para fomentar el bienestar y la autonomía de las personas con discapacidad intelectual, a quienes tradicionalmente se les ha negado la oportunidad de ser agentes causales de sus propias vidas. A pesar de la importancia de este tema, existe aún una gran escasez de herramientas que permitan evaluar la autodeterminación y que ofrezcan información útil para elaborar planes de intervención específicos. El objetivo de este trabajo consiste en elaborar una escala objetiva de evaluación de la autodeterminación para jóvenes y adultos con discapacidad intelectual. Realizar un estudio Delphi con todos los agentes implicados (profesionales, familiares y personas con discapacidad) permitió crear un amplio pool de ítems que se aplicó a 165 participantes. Los datos ponen de manifiesto que la escala resultante cuenta con evidencias empíricas de validez y fiabilidad que garantizan la importancia de continuar investigando en esta línea. Abstract: Self-determination is one of the most important constructs for the welfare and autonomy of people with intellectual disabilities, who have traditionally had a lack of opportunities to be causal agents of their own lives. Despite the importance of this construct, there is not enough tools available to evaluate self-determination and offer useful information to prepare specific intervention plans. The aim of this work is to develop an objective assessment scale of self-determination for young people and adults with intellectual disabilities. Conducting a Delphi study with all the agents involved (professionals, family members and people with disabilities) allowed us to create a wide pool of items that were then applied to 165 participants. Data show that this scale has empirical evidences of validity and reliability that guarantees the importance of continuing this line of research.

Within Spanish context, initiatives to promote self-determination in educational settings still lacking despite of the availability of instruments designed to enable the instruction of self-determination skills, such as the Self-Determined Learning Model of Instruction. This evidence-based practice enables teachers to instruct students to develop self-determination actions and skills. This study aims to present the Spanish translated and adapted version of the afore mentioned program/tool, in an effort to improve the focus of self-determination instruction in the Spanish educational context by providing practitioners with a model of instruction intended to teach skills associated with the promotion and enhancement of self-determined action., La promoción de la autodeterminación en contexto escolar sigue siendo una tarea pendiente en el contexto español, junto a la existencia de diferentes instrumentos centrados en la enseñanza de habilidades relacionadas con la conducta autodeterminada. Algunos, como el Self-Determined Learning Model of Instruction o Modelo de Enseñanza/Aprendizaje de la Autodeterminación han demostrado su eficacia en el fomento de dichas habilidades en contexto estadounidense. El presente estudio pretende dar a conocer la versión adaptada de dicho modelo de intervención, su modo de implementación, así como las evidencias empíricas que avalan su eficacia, a fin de ofrecer un instrumento de intervención que los profesionales educativos puedan usar en contexto escolar.

This paper focuses on the development of a scale for assessing support needs of children and adolescents with intellectual disabilities. This tool adheres to the most recent conception of intellectual disabilities and has been translated into Spanish following the international proposal initi- ated by the American Association of Intellectual and Developmental Disa- bilities (AAIDD). The main focus of this research is to analyze the psy- chometric characteristics of this scale within the Spanish context. So far, this tool has been administered to a pilot sample of 143 people (both chil- dren and adolescents) with intellectual disabilities and has been analyzed according to the framework of Item Response Theory (IRT), specifically taking into account the assumptions of the Rating Scale Model (RSM). The results show preliminary evidence of the reliability and validity of the scale, as well as the adequate adjustment of the data to the proposed model.

The independence to decide and act as the causal agent in one’s life are unchanging demands by empowerment movements focused on people with disabilities and by people with disabilities themselves. International efforts have been devoted to defining the concept of self-determination, analyzing its importance and relationship with the quality of life of people with disabilities and creating evaluation and promotion materials based on empirical evidences. The aim of this study is to present the process for developing and validating a new self-determination evaluation instrument for young people with intellectual disabilities: the ARC-INICO Scale. The sample for validating the Scale comprised 279 young people with intellectual disabilities, limited intellectual capacities and learning difficulties. The participants were aged between 11 and 19 years (M = 15.59, SD = 1.89). The results indicate that both the Scale and the four sections into which it is divided were reliable. The confirmatory factor analysis shows proof of validity based on the internal structure of the Scale, and confirms the correct fit of the proposed hierarchical structure. Practical implications and future directions of research are also discussed. RESUMEN: La independencia para decidir y actuar como agente causal de la propia vida son constantes demandas realizadas por los movimientos en defensa de las personas con discapacidad y por las propias personas con discapacidad. La investigación internacional ha dedicado esfuerzos focalizados en delimitar el concepto de autodeterminación, analizar su importancia y relación con la calidad de vida de las personas con discapacidad, y elaborar materiales de evaluación y promoción basados en la evidencia. El objetivo de este estudio es presentar el proceso de desarrollo y validación de un nuevo instrumento de evaluación de la autodeterminación para jóvenes con discapacidad intelectual: Escala ARCINICO. La escala se aplicó a una muestra de 279 jóvenes con discapacidad intelectual, capacidad intelectual límite y dificultades de aprendizaje cuya edad osciló entre 11 y 19 años (M = 15,59; DT = 1,89). Los resultados indican que tanto la escala como las secciones en las que se divide fueron fiables. El análisis factorial confirmatorio proporciona evidencias de validez basadas en la estructura interna de la escala y confirma el buen ajuste de los datos a la estructura jerárquica propuesta. Las implicaciones prácticas y las líneas de investigación futuras son también discutidas en este trabajo. Esta investigación ha sido realizada gracias a la financiación del Ministerio de Economía y Competitividad (Subprograma de proyectos de investigación fundamental no orientada, I+D+i: PSI2012-36278) y el apoyo de la Junta de Castilla y León (Proyecto I+D: SA120U13 y Orden EDU/894/2009)