!!! User s Manual. Self-Determination Assessment internet. company name. by Alan Hoffman, Ed.D. Sharon Field Hoffman, Ed.D. Shlomo Sawilowsky, Ph.D.

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1 company name SDA i Self-Determination Assessment internet User s Manual by Alan Hoffman, Ed.D. Sharon Field Hoffman, Ed.D. Shlomo Sawilowsky, Ph.D. SDA i User s Manual Page 1

2 Self-Determination Assessment internet (SDA i ) User s Manual by Alan Hoffman, Ed.D. Sharon Field Hoffman, Ed.D. Shlomo Sawilowsky, Ph.D. Table of Contents Part 1: Overview of the SDA i... 3 Part 2: Model Components of the SDA i... 6 Part 3: Uses of the SDA i Part 4: SDA i Instruments Part 5: Psychometric Properties of the SDSS-SF (Short Form) i Part 6: Psychometric Properties of the SDSS, SSPPS, SDAPS i Part 7: Administration of the SDA i References SDA i User s Manual Page 2

3 Part 1: Overview of the Self-Determination Assessment internet Self-determination is the ability to identify and achieve goals based on a foundation of knowing and valuing oneself (Field & Hoffman, 1994, p. 164). Self-determination has gained increased attention as education, psychology and other human performance fields have steadily moved from a deficit-based focus to a strengths-based approach. Strengths-based approaches encourage individuals to identify and capitalize on their positive traits. They encourage development of strengths (e.g., curiosity, determination, integrity) to achieve increased well-being and resiliency, rather than focusing on remediation of deficits. Self-determination has been linked to positive educational outcomes. For example, research has demonstrated that students who are involved in setting goals are more likely to achieve those goals (Deci & Ryan, 1991; Sheldon, Ryan, Rawsthorne, & Ilardi, 1997). An emphasis on helping students be more self-determined has been especially prominent in educational programs aimed at helping students be more intrinsically motivated and self-directed in their learning, successfully transition from high school to young adulthood, and persist and thrive in higher education settings. The three instruments in the Self-Determination Assessment internet were originally developed as part of a battery of five instruments titled the Self-Determination Assessment Battery (Hoffman, Field & Sawilowsky, 1996; 2004) at Wayne State University under a grant from the U.S. Department of Education, Office of Special Education and Rehabilitative Services. In 2013, three instruments from the Battery (SDSS, SDPPS and SDTPS) were adapted for internet use and published as the Self-Determination Assessment internet. Changes made to these instruments to adapt them for the new format were minor and the SDSS, SDPPS and SDTPS in the Self-Determination Assessment internet are nearly identical to the instruments in the original print version. Given the strong similarity, all statistics reported for the SDSS, SDPPS and SDTPS in this manual were conducted on the original print version of the assessment instruments prior to their adaptation for the Self-Determination Assessment internet. The SDSSshort form (SDSS-SF), was developed specifically for the Self-Determination Assessment SDA i User s Manual Page 3

4 internet. All 43 items in the SDSS-SF were taken directly from the 92 item SDSS. However, a special field-test was conducted with the on-line version of this instrument and all norming data provided in this manual is based on the field test specifically conducted for the SDSS-SF. The self-determination model developed by Field and Hoffman (1994) and updated in 2006 and 2015 provided the foundation for the- Self-Determination Assessment internet approach. Research that led to the development of this model found that self-determination is affected by characteristics of environments in which one interacts (e.g., opportunities for choice, supports for the individual, encouragement for appropriate risk-taking) and the knowledge, skills, and beliefs that individuals bring to the setting. There are five components of individual characteristics that contribute to selfdetermination in the Action Model: (I) Know Yourself and Your Context, (II) Value Yourself, (III) Plan, (IV) Act, and (V) Experience Outcomes and Learn. Each of these model components is further delineated by sub-component knowledge, skills and beliefs, as depicted on the next page. SDA i User s Manual Page 4

5 An Action Model for Self-Determination Revised (2014) from Development of a Model for Self-Determination, by S. Field and A. Hoffman, 1994, Career Development for Exceptional Individuals,17(2),p Copyright 1994 by CDEI. SDA i User s Manual Page 5

6 Part 2: Model Components of the Self-Determination Assessment internet The components of the Action Model for Self-Determination components are measured by the SDA i, an assessment battery that measures cognitive, affective, and behavioral factors related to self-determination. These factors are assessed from the perspectives of the student, an advisor, and a parent. The battery includes three instruments: the Self-Determination Student Scale (SDSS or the short form SDSS-SF), the Self-Determination Parent Perception Scale (SDPPS) and the Self-Determination Advisor Perception Scale (SDAPS). These instruments and their properties are described in the psychometric section of this document. The relationship between the Action Model Components and the SDA i instruments are articulated below. Description of Model Components and Sample Items in the Self-Determination Assessment internet The SDA i instruments focus on and delineate those variables that promote selfdetermination and are within the individual's control making them potential targets for instructional intervention. The Self-Determination Action Model contains five components: (1) Know Yourself and Your Context, (2) Value Yourself, (3) Plan, (4) Act, and (5) Experience Outcomes and Learn. Each of these components is further divided into sub-components. (1) Know Yourself and Your Context Dream Know your strengths, weakness, needs and preferences Know options, supports, and expectations Decide what is important to you Developing a thorough understanding of one s strengths, weaknesses, needs and preferences, as well as the opportunities and barriers in the environment, is fundamental to selfdetermination. Having a variety of experiences to draw from and knowledge of a wide array of options are fundamental to developing increased awareness of ourselves and the opportunities and barriers that exist in the environment and leads to the ability to make informed choices. SDA i User s Manual Page 6

7 When individuals have increased knowledge of their strengths, weaknesses, needs and preferences, making choices and establishing goals that are meaningful comes more easily. Good decision-making skills are needed to help weigh the benefits and potential pitfalls of potential goals and actions. Sample items from the Self-Determination Student Scale (SDSS): I plan to explore many options before choosing a career. I can only think of one way to get something I want. Sample items from the Self-Determination Student Scale-Short Form (SDSS-SF): I know what is important to me. I know what is important when choosing my friends. Sample items from the Self-Determination Parent Perception Scale (SDPPS): To what degree does your daughter or son express dreams or possibilities? know her/his strengths? know her/his needs? explore options? make decisions? Sample items from the Self-Determination Advisor Perception Scale (SDAPS): To what degree does the student express dreams or possibilities? know her/his strengths? know her/his needs? explore options? make decisions? SDA i User s Manual Page 7

8 (2) Value Yourself Accept and value yourself Admire strengths that come from uniqueness Recognize and respect rights & responsibilities Take care of yourself Develop and nurture positive relationships To be self-determined individuals need to believe in themselves and their right to pursue what they desire. Self-acceptance is essential and includes an acceptance of the total self, even those characteristics that may be considered weaknesses. One way to move toward greater self-acceptance is to find and celebrate hidden strengths that have been developed to compensate for or cope with weaknesses. For example, if a person thinks that one of her weaknesses is that she easily becomes angered, the power that weakness has over her may be diminished if she can understand how, in some situations that weakness may serve her (e.g., anger may alert her to situations she believes are wrong and motivate her to take action about it, or possibly she has learned to develop more selfdiscipline to compensate for angering easily). The more individuals are able to accept their weaknesses, the more likely it is that the power of those weaknesses over them will be minimized. Acceptance also will increase the ability to take action aimed at correcting weaknesses if the individual chooses to do so. Another important element of valuing the self is recognizing rights and responsibilities. Believing in the right to pursue goals and be treated respectfully is key to self-determination. Equally important is the ability to assume responsibility for one s actions. When greater responsibility is assumed, personal control is typically increased as well. Valuing oneself includes taking care of ourselves emotionally, mentally, and physically. It is hard to imagine successfully accomplishing, or even identifying, important goals if one is overly tired, stressed, or otherwise physically, mentally, or emotionally unhealthy. Learning, and engaging in, healthy self-care provides us the energy and means to know and pursue what is deemed most important. SDA i User s Manual Page 8

9 Ryan and Deci s (2000) focus on the importance of relatedness to self-determination was underscored by the research findings that led to the development of the Action Model for Self-Determination and the accompanying assessment and instructional materials, including the SDAi (e.g., Field & Hoffman, 1994, 2002; Hoffman, Field & Sawilowsky, 1996, 2004). A major theme that is evident throughout the research conducted by Field, Hoffman and Sawilowsky research to identify the personal characteristics associated with self-determination is that experiencing the warmth, security and sense of support that comes from creating and nurturing positive relationships is one of the most important elements that can advance selfdetermination. Sample items from the Self-Determination Student Scale (SDSS): I have the right to decide what I want to do. I can be successful even though I have weaknesses. Sample items from the Self-Determination Student Scale-Short Form (SDSS-SF): In an argument, I am responsible for how I act on my feelings. Personal hygiene is important to me. Sample items from the Self-Determination Parent Perception Scale (SDPPS): To what degree does your daughter or son accept and value herself/himself? find strength that comes from acknowledging weaknesses? recognize her/his responsibilities? take care of herself/himself? Sample items from the Self-Determination Advisor Perception Scale (SDAPS): To what degree does the student accept and value herself/himself? find strength that comes from acknowledging weaknesses? recognize her/his responsibilities? take care of herself/himself? SDA i User s Manual Page 9

10 (3) Plan Set goals Plan actions to meet goals Anticipate results Be creative Visually rehearse In order to increase the likelihood for success in self-determination, preparation is necessary. To be self-determined individuals need to be able to take what they know about and value in themselves and create action plans. This involves setting long-term goals, breaking long-term goals into short-term goals, and breaking short-term goals into a series of steps that, when accomplished, will yield the desired result. The ability to see the big vision and then create small steps to get there leads to increased self-determination. An individual s plans are more likely to lead to a positive direction if that individual tries to anticipate potential results of the actions before taking action. One of the most frequently stated concerns about self-determination is that people, especially young people, may, in their efforts to be self-determined, engage in actions that are too risky. This concern can be partially alleviated by helping individuals assume responsibility gradually, so that they begin by making the types of decisions that have less potential for negative impact before they start making decisions that carry a higher degree of risk. Another way that potential negative effects can be minimized is by identifying the potential negative consequences of actions while one is still in the planning phase of the self-determination process. If there may be negative consequences to a planned action, then a decision can be made to modify or discard the original plan or to go ahead with the plan as it stands and assume the risks. Creativity is often needed when engaging in planning for self-determination. Sometimes self-determination doesn t come easily; significant barriers may be encountered. Sometimes barriers can be broken down through persistence alone. However, being creative thinking outside the box often helps to discover unique strategies to get around barriers that persistence alone can t overcome. The final element in the planning component of the Self-Determination Action Model is visual rehearsal. Sports psychologists have long acknowledged the importance of athletes SDA i User s Manual Page 10

11 mentally rehearsing and imagining themselves succeeding before they compete. Rehearsal (actual physical practice, if possible, or, if not, in our imaginations) can help individuals become more comfortable with and confident about their planned actions. Sample items from the Self-Determination Student Scale (SDSS): When I do not get something I want, I try a new approach. I imagine myself being successful. Sample items from the Self-Determination Student Scale-Short Form (SDSS-SF): Goals give my life direction. I know what grades I am working toward in my classes. Sample items from the Self-Determination Parent Perception Scale (SDPPS): To what degree does your daughter or son set goals? plan? anticipate consequences? demonstrate creativity? Sample items from the Self-Determination Advisor Perception Scale (SDAPS): To what degree does the student set goals? plan? anticipate consequences? demonstrate creativity? SDA i User s Manual Page 11

12 (4) Act Take risks Communicate Access resources and support Negotiate Deal with conflict and criticism Be persistent Without action, there can be no self-determination. Achievement of what is desired can only be attained by taking action, or by making a conscious decision to remain passive, which is, essentially, a form of action. Furthermore, increased knowledge of and confidence in oneself as a result of an action s outcomes can result in an upward spiral of self-determination. Taking action almost always involves some element of risk. Self-determination is advanced when calculated risks are taken. The preparation engaged in prior to action, especially anticipating and planning for the potential consequences of actions, helps minimize risk, as does a sense of social support. Being able to communicate effectively speaking, listening, reading, and writing contributes to the ability to take action toward goals. Listening is especially important. It s how information is gained and allows one to know where supports, and potential pitfalls, may lie. It also contributes to building the positive relationships that are so important to increasing selfdetermination. Communicating assertively is especially important for self-determination. Assertive communication is all about honestly stating wants, feelings, or beliefs in a way that does not deny the right of others to be respected or block their feelings, beliefs, or opinions. Assertive communication can be contrasted to passive communication (not expressing wants, feelings, or beliefs) and aggressive communication (saying what we want in a way that denies the right of others to be treated with respect or attempts to block others from expressing their feelings, beliefs, or opinions). By communicating assertively, an individual s perspective and desires are stated and positive relationships are created and nurtured. SDA i User s Manual Page 12

13 Another important aspect of the Act component is accessing resources and support. As social creatures, humans rarely reach goals entirely by themselves. Typically, a person needs to reach out and access support or resources from others to accomplish what is desired. Consistent with the need for strong communication and positive relationship skills are the abilities to negotiate and to resolve conflict and criticism. To foster self-determination over the long-term, it is necessary to work toward goals in a way that respects the rights of others. Using win-win negotiation and positive conflict resolution strategies increases the likelihood of getting what one desires from a negotiation while still preserving positive relationships. Finally, the ability to persevere in spite of obstacles is an essential element of ongoing selfdetermination. Sample items from the Self-Determination Student Scale (SDSS): I prefer to negotiate rather than to demand or give in. I give in when I have differences with others. Sample items from the Self-Determination Student Scale-Short Form (SDSS-SF): Sometimes I need to take risks. If I need help with a school project, I can figure out where to get it. Sample items from the Self-Determination Parent Perception Scale (SDPPS): To what degree does your daughter or son demonstrate appropriate communication skills? access resources and support? deal appropriately with criticism? persist until a goal is accomplished? Sample items from the Self-Determination Advisor Perception Scale (SDAPS): To what degree does the student demonstrate appropriate communication skills? access resources and support? deal appropriately with criticism? persist until a goal is accomplished? SDA i User s Manual Page 13

14 (5) Experience Outcomes and Learn Compare outcome to expected outcome Compare performance to expected performance Realize success Make adjustments Along with the benefit of achieving desired outcomes, the self-determination process helps increase self-awareness, belief in oneself, and skills that contribute to self-determination, such as decision-making, communicating effectively, negotiating and resolving conflicts. One of the best ways to learn the knowledge, beliefs and skills of self-determination is to engage in the self-determination process and learn from the outcomes. Achieving what one initially sets out to attain is not the sole indicator of increased self-determination. Any attempt made to increase self-determination provides opportunity to experience and learn from the outcomes that occur, and thus, increase one s experience of self-determination. The on-going ability to live a life based on self-determination is enhanced when one consciously and systematically reflects on experiences. First, the outcome of effort needs to be compared with the outcome one set out to attain. Was the desired outcome achieved? Did the individual like what happened, whether or not the intended outcome was attained? Sometimes when a goal is reached it may be found it wasn t something enjoyed as much as anticipated. Conversely, sometimes a different outcome than what one set out to achieve is experienced and it is better than what had been hoped for. Regardless of the outcome, the experience builds self-awareness and it is possible to use the experience to learn to make more informed choices in subsequent self-determination efforts. It is also important to compare actual performance in pursuit of heightened self-determination to desired performance. It is important to learn what actions worked, and which didn t. The adage practice makes perfect applies to self-determination-with one noted exception. Self-determination efforts will probably rarely be considered perfect, nor do they need to be perfect to be valuable. There are too many factors that affect self-determination (e.g., one s beliefs and actions, the actions of others, elements of the environments) for any single act of self-determination to be perfect. However, it is the process of self-determination the evolution of becoming one s unique self that is important. The process helps to more closely fulfill the psychological needs noted by Deci and Ryan for autonomy, competence and SDA i User s Manual Page 14

15 relatedness, which when met, lead to increased internal motivation. The process of living in a self-determined manner is enhanced through practice. In fact, it might be said that it is only through practice in applied settings that the individual attributes that contribute to selfdetermination are truly developed. Sample items from the Self-Determination Student Scale (SDSS): My experiences in school will not affect my career choice. I make changes to improve my relationship with my family. Sample items from the Self-Determination Student Scale-Short Form (SDSS-SF): I think about how I could have done some things better. I feel proud when I succeed. Sample items from the Self-Determination Parent Perception Scale (SDPPS): To what degree does your daughter or son compare outcomes to expectations? evaluate her/his performance? acknowledge her/his successes? adjust behavior to improve performance? Sample items from the Self-Determination Advisor Perception Scale (SDAPS): To what degree does the student compare outcomes to expectations? evaluate her/his performance? acknowledge her/his successes? adjust behavior to improve performance? SDA i User s Manual Page 15

16 Part 3: Uses of the Self-Determination Assessment internet These instruments can be used alone, or in combination, to provide information to students, and those who support them (e.g., teachers, advisors, counselors, parents) about students knowledge, skills, and beliefs related to self-determination. The instruments can also be used at a single point in time or on a repeated basis to measure students growth in selfdetermination over time. The self-determination assessment approach focuses on variables that are within the individual s control and are potential targets for instructional intervention. In addition to providing an overall self-determination score, they also provide data on the relative strengths and weaknesses related to the sub-components delineated within the Action Model for Self-Determination. The SDA i has many applications in education. The instruments can be used as part of classroom activities or on an individual basis through advisor or counseling relationships. The results can be used to provide feedback to students on the positive traits they can rely on to be more self-determined and to identify others they may want to strengthen. Assessment findings can be useful in educational planning by providing information on students current level of functioning related to self-determination. They should be especially helpful in gathering information for Individualized Education Plans and Summaries of Performance for students with disabilities. The assessments can also be used to identify specific areas for instructional intervention. The three instruments in the SDA i have varied uses in education, both as a discussion tool in educational planning meetings that can help to promote greater self-awareness and as a tool that can help identify appropriate educational interventions. In addition, the instruments can be used to assess student growth, perform program evaluation, and conduct research. When using the instruments as pre- and post-tests before and after an instructional intervention, a complete data set can be obtained using the online Administrative Web Site to help assess the effectiveness of the intervention. SDA i User s Manual Page 16

17 Because the instruments take into account the perspectives of the student, advisor and parent, it is possible to identify areas of similarity and discrepancy among these three perspectives if all three of the scales (the SDSS or the SDSS-SF, the SDAPS and the SDPPS) are administered. This may provide insight to students regarding their functioning in different areas of their lives or how they are perceived in different situations. For example, a student may be rated more highly on some components by the parent than by the advisor. This information provides an opportunity for discussion among the student, advisor, and parent to determine the reasons for this discrepancy. It may be that the student is exhibiting skills in the home that he/she is not displaying at school or it may be that the advisor and the parent were using different criteria to evaluate the student s performance. The discussion that can be generated from examining these differences can provide important feedback for students and those who support them. It can provide information about students strengths and weaknesses in different settings and can be used to make decisions about what areas students can rely on as strengths or skills they would like to improve, and the instructional interventions that would be appropriate. Just as students are being rated from three different perspectives (i.e., the student, advisor and parent), they are also being assessed in three different areas: cognition/knowledge, behavior and affect. Examining the differences in the three diverse areas also helps to determine appropriate interventions. For example, a student s results may indicate knowledge of important self-determination concepts and a low level of behaviors associated with selfdetermination. This may indicate the need for experiences in the school and community where the student has the opportunity to apply the skills with coaching and support provided by the school. A variety of resources are available to support self-determination instruction. The curriculum most closely tied to the SDA i is Steps to Self-Determination (Hoffman & Field, 2005; available from The Steps curriculum is based on the same model as the SDA i so it is possible to create a seamless flow from assessment to instruction. For additional information on educational resources to promote self-determination, see Self-Determination Instructional and Assessment Strategies by Wehmeyer and Field (2008), Self-Determination Strategies for Adolescents in Transition: Learning from Case Studies by Parker, Field, and Hoffman (2012) and Self-Determination Strategies for Adolescents in Transition by Field, Hoffman and Spezia (1998). SDA i User s Manual Page 17

18 Part 4: Self-Determination Assessment internet Instruments The battery includes three instruments: the Self-Determination Student Scale (SDSS or SDSS-SF), the Self-Determination Parent Perception Scale (SDPPS) and the Self-Determination Advisor Perception Scale (SDAPS). These instruments can be used alone, or in combination, to provide information to students, and those who support them (e.g., teachers, advisors, counselors, parents) about students knowledge, skills, and beliefs related to selfdetermination. Self-Determination Student Scale (SDSS or SDSS-SF) Two options are provided for the Self-Determination Student Scale. The 92-item SDSS is geared toward younger students and for those whom it may be more appropriate to provide a simple that s me or that s not me response. The SDSS-Short Form (SDSS-SF) was normed on students in college settings. The SDSS-SF asks students to respond to 43 items on a five point likert scale that encourages more refined judgments in responses. Both versions of the SDSS provide students with scores for each of the five components of the Self-Determination Action Model as well as a score for the entire instrument. Providing scores for each of the components helps students learn more about their strengths and areas for improvement in each of the five key components related to self-determination. Self-Determination Parent Perception Scale (SDPPS) and Self-Determination Advisor Perception Scale (SDAPS) The SDA i has separate versions for advisors and parents. These two instruments are 30-item questionnaires that ask the parent or advisor to rate the student on a five point likert scale (1=low, 5=high) on a variety of components related to the model. The Self-Determination Student Scale and the Self-Determination Student Scale-SF can each be used independently. Parents and advisors are not required to complete an assessment. However, if additional information about a student s self-determination, based on observations of parents and advisors (i.e., teachers, counselors, mentors) is desired, the SDPPS and the SDAPS can provide valuable information to the assessment process. SDA i User s Manual Page 18

19 Additional Instruments The Self-Determination Knowledge Scale (SDKS), can be used to augment the Self- Determination Assessment Internet. The SDKS is also based on the Field and Hoffman model of self-determination. There are both pre and post versions of the instrument available. The SDKS-pre and SDKS-post are 37-item structured response instruments designed to assess the student s cognitive knowledge of self-determination skills as taught in the Steps to Self- Determination (Hoffman & Field, 2005) curriculum. Approximately 1/3 of the items are in truefalse format, and the balance is 3-choice multiple choice questions. The reading level for these instruments is approximately fifth grade to minimize any difficulty with the assessment based on literacy skills. The Self-Determination Knowledge Scale is distributed as part of the Steps to Self-Determination, 2nd ed. curriculum (Hoffman & Field, 2005) through ProEd Publishers ( SDA i User s Manual Page 19

20 Part 5: Psychometric Properties of the Self-Determination Student Scale-Short Form The SDSS-Short Form was normed on students in university and community college settings. The breakdown of the sample (N = 155) based on institution type is compiled in Table 1. There were 92 (59.4%) females and 63 (40.6%) males. The mean (median) age was (20.0), standard deviation = Thirty-eight (24.5%) students in the norm group reported they had a disability, 104 (67.1%) did not, and the remaining 13 (8.4%) did not respond. The ethnicity and disability type breakdowns are depicted in Tables 2 3. Table 1: School Type for the SDSS-SF Norm Group Type of School Number of Schools University 139 (89.7%) Community College 16 (10.3%) Total 155 Table 2: Ethnicity of the SDSS-SF Norm Group Ethnicity n % American Indian/Alaska Native % Asian % Black/African American % Hispanic/Latino % Native Hawaiian/Other Pacific Islander % White/Caucasian % Other % Chose not to answer % Total 155 SDA i User s Manual Page 20

21 Table 3: Disability Type of the SDSS-SF Norm Group* Disability or Impairment n % Learning Disability % Deficit/Hyperactivity Disorder % Acquired/Traumatic Brain Injury % Mobility Impairment % Mental Health Condition % Hearing Impairment 0 0% Visual Impairment % Chronic Health Condition % Autism % Cognitive Impairment % Other % Total 51 *Note: Some students with disabilities reported more than one type. SDA i User s Manual Page 21

22 Further demographics are also presented broken down by gender. Table 4 is broken down by Ethnicity, Table 5 by disability type, and Table 6 by age grouping. Table 4: Ethnicity of the SDSS-SF Norm Group by Gender Ethnicity Female Male Total American Indian/Alaska Native (0.6%) Asian (1.9%) Black/African American (24.5%) Hispanic/Latino (12.3%) Native Hawaiian/Other Pacific Islander (1.9%) White/Caucasian (49.0%) Other (5.8%) Chose not to answer (3.9%) Total 92 (59.4%) 63 (40.6%) Table 5: Disability Type of the SDSS-SF Norm Group by Gender 155 Disability or Impairment Female Male Total Learning Disability (33.3%) Deficit/Hyperactivity Disorder (9.8%) Acquired/Traumatic Brain Injury (5.9%) Mobility Impairment (3.9%) Mental Health Condition (3.9%) Hearing Impairment (0%) Visual Impairment (13.7%) Chronic Health Condition (5.9%) Autism (3.9%) Cognitive Impairment (9.8%) Other (9.8%) Total 30 (58.8%) 21 (51.2%) 51 SDA i User s Manual Page 22

23 Table 6: Age Breakdown of the SDSS-SF Norm Group by Gender Age Female Male Total (47.7%) (18.3%) (4.6%) (6.5%) (6.5%) (6.5%) Over (10.5%) Total 91 (59.5%) 62 (40.5%) 153 SDA i User s Manual Page 23

24 SDSS-SF Psychometrics In Table 7, the psychometric properties obtained for the SDSS-SF based on the fulllength SDSS are presented. Items preserved in the SDSS-SF are indicated with an *. Each table contains the estimate of internal consistency reliability for the Action Model component, the Spearman-Brown prophecy formula projection of a full scale reliability estimate (i.e., assuming additional items were added to make the subscale a full length instrument of 43 items), item map information (i.e., subcomponent and item number in the instrument, construct validity index based on the factor analysis commonalities, and the item description. Table 7: Psychometric Properties of the SDSS-SF, Total Scale Cronbach Alpha =.94, # Items = 43 Cronbac h alpha Spearman Brown * Sub- Component Factor Analysis Commonaliti SDSS-SF Item Number SDSS-SF Item Description Know Yourself and Your Context I know what is important to me There are no interesting possibilities in my future Nothing is important to me I know my strengths Value I have the right to decide what I want to do I can be successful even though I have weaknesses My weaknesses stop me from being successful I am unhappy with who I am SDA i User s Manual Page 24

25 Table 7: Psychometric Properties of the SDSS-SF, Total Scale Cronbach Alpha =.94, # Items = 43 Cronbac h alpha Spearman Brown * Sub- Component Factor Analysis Commonaliti SDSS-SF Item Number SDSS-SF Item Description Plan When I do not get something I want, I try a new approach I can figure out how to get something if I want it My life has no direction Before I do something, I think about what might happen Act Sometimes I need to take risks I tell others what I want If I want something, I keep at it I prefer to negotiate rather than to demand or give in Experience Outcomes and Learn SDA i User s Manual Page 25

26 Table 7: Psychometric Properties of the SDSS-SF, Total Scale Cronbach Alpha =.94, # Items = 43 Cronbac h alpha Spearman Brown Factor * Sub- SDSS-SF Analysis Component Item Number Commonaliti SDSS-SF Item Description To help me the next time, I evaluate how things turned out. I think about how I could have done some things better. It is important for me to know what I do well in being a good friend. I make changes to improve my relationship with my family *Note: Sub-Component from Self-Determination model The SDSS-SF item map is displayed in Table 8. For example, the entry of 11,32 under the column heading of SDSS-SF item means the 11 th and 32 nd items of the instrument are aligned with the 1.2 subcomponent of Know strengths and weaknesses, needs, and preferences in Model Component 1 of Know Yourself and Your Context. Table 8: SDSS-Short Form Model Sub-Components Item Map Self-Determination Model Component 1.0 Know Yourself and Your Context SDSS-SF Item 1.1 Dream Know strengths and weaknesses, needs, and preferences 11, Know options, supports, and expectations Decide what is important to you 1, 6, Value Yourself 2.1 Accept and value yourself 17, 21, 25, Admire strengths that come from uniqueness 7, Recognize and respect rights and responsibilities 2, Take care of yourself 19, Develop and nurture positive relationships SDA i User s Manual Page 26

27 Table 8: SDSS-Short Form Model Sub-Components Item Map Self-Determination Model Component SDSS-SF Item 3.0 Plan 3.1 Set goals 18, 22, Plan actions to meet goals Anticipate results 20, Be creative Visually rehearse 27, Act 4.1 Take risks Communicate 13, Access resources and support 30, Negotiate Deal with conflict and criticism Be persistent 14, Make adjustments 29 Each item on the SDSS-SF requires a response according to the following key: 5.0 Experience outcomes and learn 5.1 Compare outcome to expected outcome 4, Compare performance to expected performance 15, Realize success 37, 39, 41 Almost Never Like Me Occasionally Like Me Moderately Like Me Quite A Bit Like Me Almost Always Like Me SDA i User s Manual Page 27

28 After the student responds to each item on the instrument, the software automatically computes a SDSS-SF Action Model Component subscale score. For example, if a student responded with a high mix of 4 s and 5 s on the Plan model component items, he or she might have a total component score of 41. For convenience of interpretation, these raw scores totals were then converted to standard scores as follows: 1 = Area for Improvement 2 = Average 3 = Strength The SDSS-SF Action Model Component totals and their respective Standard Scores are compiled in Table 9. Table 9: SDSS-SF Action Model Component Raw Score Total and Standard Scores (1 = Area for Improvement, 3 = Strength) Action Model Component Standard Score Know Yourself & Your Context Value Yourself Plan Act Experience Outcome & Learn SDA i User s Manual Page 28

29 Also provided is the conversion of the SDSS-SF raw score total into percentile equivalents, which are compiled in Table 10. Table 10: SDSS-SF Raw Score-Percentile Equivalents Raw Score Percentile Raw Score Percentile Raw Score Percentile SDA i User s Manual Page 29

30 Part 6: Psychometric Properties of the SDSS, SSPPS, and SDAPS The SDA i is based on the Self-Determination Assessment Battery (Hoffman, Field & Sawilowsky, 1996; 2004), a print-based instrument. Modifications have been made to these instruments to adapt them for Internet use. The psychometric information provided below is based on data collected using the original print-base versions of the Self-Determination Student Scale (SDSS), Self-Determination Parent Perception Scale (SDPPS), and the Self-Determination Advisor Perception Scale (SDAPS) (Hoffman, Field & Sawilowsky, 1996; 2004). Self-Determination Student Scale (SDSS) Sample Scores were obtained from 416 students. The mean age was 16.3 (SD = 1.6), ranging from 14 to 22. Of these students, 225 (54.1%) were identified to have disabilities and 171 (41.1%) did not, with disability information missing on 20 (4.8%) students. The disabilities represented were: autism (.5%), mental retardation (8.4%), multiple disabilities (1.7%), orthopedic impairment (1.4%), other health impairment (3.8%), serious emotional disturbance (2.9%), specific learning disability (31%), speech or language impairment (2.4%), visual impairment, including blindness (.2%), and the remaining students were classified as having disabilities but the disability category was not reported. The proportions of ethnicity were: African-American (19.7%), Asian or Pacific Islander (3.1%), Hispanic (4.8%), Native American (1%), White, non-hispanic (47.6%), Other (15.1%) and 8.7% did not indicate their race. Of these students, 139 (33.4%) participated in the Field and Hoffman (1992) Steps to Self- Determination curriculum, and 277 (66.6%) did not participate, representing the control group in that regard. Correlational Information The SDSS is delineated by the five components of the model (K -Know yourself, V - Value yourself, P - Plan, A - Act, and O - Experience outcomes and learn). Initially, the SDSS was broken down into General, Specific, Positive, and Negative subscales for research purposes. Table 11 contains the correlation matrix of the major SDSS subscales with other selfdetermination related instruments included in the original Self-Determination Assessment Battery, which includes two instruments that are also available as part of the Self-Determination SDA i User s Manual Page 30

31 Assessment Battery Internet (i.e., the Teacher [a.k.a. Advisor] and Parent Perception Scales), Self Determination Observation Checklist, and the pre- and post-test versions of the Self Determination Knowledge Scale. The Teacher Questionnaire, Parent Questionnaire, and the Personal Attitude Instrument were constructed for use as divergent construct validity scales. They were created as an amalgamation of The Autonomous Functioning Checklist and the Interpersonal Dependency Inventory by retaining contra-indicated items to the self-determination battery. The Autonomous Functioning Checklist (AFC) is a self-administered checklist intended to be completed by parents for their adolescent (aged 12-18) children. It measures autonomous function. It consists of 78 items, of which 58 are statements responded to by using a five-point likert scale ( does not do so to does every time there is an opportunity ). The remaining 21 items consist of statements responded to with a yes or no answer. It yields four subscales: Self and Family Care, Management, Recreation, and Social and Vocational Activity. Inter-rater reliability for the subscales are between.46 and.62. The Interpersonal Dependency Inventory (IDI) is a 48-item scale designed to measure thoughts, feelings, and behaviors about the need to associate with valued people. The three subscales are Emotional Reliance on Others, Lack of Self-Confidence, and Assertion of Autonomy. It is based on a four-point likert scale ( very, quite, somewhat, and not characteristic of me ). Split-halves reliability are between.72 and.91. As noted above, relevant items were selected from each of the three instruments. These subscales were then combined and used for divergent construct validity purposes. As expected, the inter-correlations with the SDSS were negative. SDA i User s Manual Page 31

32 Table 11: Correlation Matrix of SDSS Major Subscales, TPS, PPS, TQ, PQ, and PERATT G GP GN P N S SP SN TPS ** 0.21** -0.15**.26** * 0.24** PPS ** 0.45** 0.29**.50** 0.23* -0.18* 0.49** TQ -0.26** -0.21** -0.23** * PQ -0.39** -0.33** -0.35** ** ** PERATT -0.35** -0.20** -0.39** ** ** Note: *p<.05, **p<.01 Table 12 contains a correlation matrix of scores from the Teacher (Advisor) Perception Scale and the Parent Perception Scale with three other instruments selected for comparison purposes: the Teacher Questionnaire, Parent Questionnaire, and the Personal Attitude instrument. Table 12: Correlation Matrix of TPS (APS) and PPS with Other Instruments TPS PPS TQ.61**.38** PQ.43**.59** PERATT.24**.39** Note: *p<.05, **p<.01 SDA i User s Manual Page 32

33 Reliability Information Table 13 contains reliability information for the Self-Determination Assessment Battery and other instruments. Reliability information is given for a comprehensive selection of SDSS subscales. The table contains the total sample size, number of items, scale mean, and standard deviation. Cronbach Alpha (CA), a measure of internal consistency reliability, is given for each instrument. Because CA is sensitive to the number of items, the Spearman-Brown (SB) Prophecy formula was used to correct for attenuation in the subscales of the SDSS. The SB projects the CA for a given subscale assuming sufficient items of comparable quality are added to bring the total number of items in the subscale to the total instrument length, which is 92 items in the case of the SDSS. Table 13: Reliability Of Self-Determination Instrument Battery (Major and Minor Subscales) and Comparison Instruments Instrument n # Items Mean SD CA Self-Determination Battery PPS TPS SDSS Comparison Instruments SB(92) K V P A O PQ TQ PERATT Note: SB(92) = Spearman-Brown Prophecy estimate of reliability for subscale expanded to full 92 item Instrument length. SDA i User s Manual Page 33

34 The internal consistency reliability of the SDSS, broken down by model components, is compiled in Table 14. Once again, due to the attenuation based on number of items per subscale, the Cronbach Alpha of model components are reported and the Spearman-Brown (based on expansion of the subscale to full scale length of N = 92 items) is presented. The Spearman-Brown estimates of reliability are all above Validity Information The efforts to assess validation differed for the various instruments as indicated in Table 15. The blueprint approach to test construction is explicated in Bridge, Musial, Roe, Frank, & Sawilowsky (2003). It is an a priori method for building in content validity. Table 14: Model Internal Consistency Reliability for the SDSS Subscale Cronbach Alpha n Spearman-Brown (N=92) Know Yourself Value Yourself Plan Act Experience and Learn Table 15: Validation techniques applied to the Self-Determination Instruments Instrument Type Method TPS Construct Multi-method multi-trait; Divergent/convergent correlations PPS Construct Multi-method multi-trait; Divergent/convergent correlations SDSS Construct Multi-method multi-trait; Divergent/convergent correlations; Factor analysis; Confirmatory factor analysis (Prelis & Lisrel) SDA i User s Manual Page 34

35 Norms - Parent Perception Scale and Advisor Perception Scale The raw scores, T-scores, and percentile scores for the Self-Determination Parent Perception Scale (SDPPS) (Table 16) and the Self-Determination Advisor Perception Scale (SDAPS) (Table 17) are reported below. Because there was a statistically significant difference between male and female respondents, the scores are reported by gender. Table 16: Self-Determination Parent Perception Scale (SDPPS) Female (n=41) Male (n=80) Raw Score T-Score Percentile Raw Score T-Score Percentile SDA i User s Manual Page 35

36 Table 16: Self-Determination Parent Perception Scale (SDPPS) Female (n=41) Male (n=80) Raw Score T-Score Percentile Raw Score T-Score Percentile SDA i User s Manual Page 36

37 Table 16: Self-Determination Parent Perception Scale (SDPPS) Female (n=41) Male (n=80) Raw Score T-Score Percentile Raw Score T-Score Percentile SDA i User s Manual Page 37

38 Table 17: Self-Determination Advisor Perception Scale (SDAPS) Female (n=149) Male (n=217) Raw Score T-Score Percentile Raw Score T-Score Percentile SDA i User s Manual Page 38

39 Table 17: Self-Determination Advisor Perception Scale (SDAPS) Female (n=149) Male (n=217) Raw Score T-Score Percentile Raw Score T-Score Percentile SDA i User s Manual Page 39

40 Table 17: Self-Determination Advisor Perception Scale (SDAPS) Female (n=149) Male (n=217) Raw Score T-Score Percentile Raw Score T-Score Percentile SDA i User s Manual Page 40

41 Norms - SDSS The raw score and percentile equivalent scores for the Self-Determination Student Scale (SDSS) are reported in Table 18. Table 18: SDSS Norms and Percentile Equivalents Raw Score Percentile Raw Score Percentile SDA i User s Manual Page 41

42 Norms - SDSS Component Scores The conversion of raw scores to SDSS Model Component Standard Scale Scores are reported in Table 19 (1 = Area for Improvement, 3 = Strength). Table 19: Conversion of Raw to SDSS Model Component Standard Scale Scores Standard Score Know Yourself Value Yourself Plan Act Experience Outcome & Learn Item Map for SDSS, SDPPS, and SDSS Table 20 contains an item map for each of the three instruments that indicates the association of each item with the components of the Self-Determination model developed by Field and Hoffman (1994). Both the SDAPS and the SDPPS contain 30 items while the SDSS contains 92 items. Table 20: Item Maps for SDSS, SDPPS, and SDSS Self-Determination Model Component SDPPS SDAPS SDSS 1-5 General Self-Determination Know Yourself Dream 1 1 1, 7, 22, Know strengths and weaknesses 2, 3, 5 2, 3, 5 16, 19, 62, Know the options , 33, 39, Decide what's important 7 7 2, 8, 57, Value Yourself 2.1 Accept and value yourself , 42, 49, Admire strengths that come from uniqueness , 17, 64, Recognize and respect rights and 10, 11 10, 11 3, 9, 47, 48 responsibilities 2.4 Take care of yourself , 27, 40, 52 SDA i User s Manual Page 42

43 Table 20: Item Maps for SDSS, SDPPS, and SDSS Self-Determination Model Component SDPPS SDAPS SDSS 3.0 Plan 3.1 Set goals , 37, 43, Plan actions to meet goals , 18, 73, Anticipate results , 41, 86, Be creative , 10, 35, Visually rehearse 15, 38, 51, Act Take risks , 30, 74, Communicate , 29, 54, Access resources and support , 58, 78, Negotiate , 45, 69, Deal with conflict and criticism 21, 22, 23 21, 22, 23 31, 68, 75, Be persistent , 55, 59, Experience outcomes and learn 5.1 Compare outcome to expected outcome , 21, 65, Compare performance to expected performance , 70, 80, Realize success , 44, 76, Make adjustments , 53, 56, 60 SDA i User s Manual Page 43

44 Part 7: Administration of the Self-Determination Assessment internet This section will guide you through the process of administering the Self-Determination Student Scale (SDSS), Self-Determination Student Scale-Short Form (SDSS-SF), Self- Determination Advisor Perception Scale (SDAPS), and Self-Determination Parent Perception Scale (SDPPS). Administering the SDSS The SDSS is administered online and requires only an Internet connection and a web browser such as Internet Explorer, Chrome, Firefox, or Safari. There are no special plug-ins required. After placing an order for the SDA i, you will receive an with attached PDF instructions. Page 2 of the PDF will contain specific instructions to students taking the SDSS-SF. The instructions direct the student to an introductory page similar to Figure 1. Locate the User Login section of the page and select Student from the pull-down menu. The instructions contain the password students will use. Figure 1 SDA i User s Manual Page 44

45 Upon entering the password and clicking the Login button, the student will be directed to a page similar to Figure 2. This page requires the student to enter a first and last name, gender, ID number, and address. The ID number field is optional. Click the Continue button to proceed. Figure 2 Figure 3 The next screen to appear (Figure 3) requires the student to read each statement carefully and click one of the two responses to its right. The first 10 of 92 items are shown. While there is no time limit, we estimate that it will take about minutes to complete the items. If the student decides to stop and finish at a later time, follow the instructions after clicking the link, I need to stop in the upper right-hand section of the screen. This message does not appear on the first page of items. SDA i User s Manual Page 45

46 Figure 4 After completing all the items, a report will be displayed listing an overall percentile score, five standard scores, and an explanation of the results. A sample SDSS Student Profile Report is shown in Figure 4. Providing scores for each of the components helps students learn more about their strengths and areas for improvement related to selfdetermination. SDA i User s Manual Page 46

47 Administering the SDSS-SF The SDSS-SF is administered online and requires only an Internet connection and a web browser such as Internet Explorer, Chrome, Firefox, Safari, etc. There are no special plug-ins required. Upon placing an order for the SDA i, you will receive an with attached PDF instructions. Page 2 of the PDF will contain specific instructions to students taking the SDSS-SF. The instructions direct the student to an introductory page similar to Figure 5. Locate the User Login section of the page and select Student from the pull-down menu. The instructions contain the password students will use. Figure 6 Figure 5 Upon entering the password and clicking the Login button, the student will be directed to a page similar to Figure 6. This page requires the student to enter a first and last name, gender, ID number, and address. The ID number field is optional. Click the Continue button to proceed. SDA i User s Manual Page 47

48 Figure 7 The next screen to appear (Figure 7) requires the student to read each statement carefully and click one of the five responses to its right. The first 10 of 43 items are shown. To help students decide what is meant by each response, a summary is shown below. By Almost never like me, we do not necessarily mean that the statement would never describe you, but that it would be true of you only in rare instances. By Occasionally like me, we mean that the statement generally would not be true of you. By Moderately like me, we mean that the statement would be true of you about half of the time. By Quite a bit like me, we mean that the statement would generally be true of you. By Almost always like me, we do not necessarily mean that the statement would always describe you, but that it would be true of you almost all the time. Although there is no time limit, it is estimated that it will take about minutes to complete the 43 items. If the student decides to stop and finish at a later time, follow the instructions after clicking the link, I need to stop in the upper right-hand section of the screen. This message does not appear on the first page of items. SDA i User s Manual Page 48

49 Figure 8 After completing all the items, a report will be displayed listing an overall percentile score, five standard scores, and an explanation of the results. A sample SDSS-SF Student Profile Report is shown in Figure 8. Providing scores for each of the components helps students learn more about their strengths and areas for improvement related to selfdetermination. SDA i User s Manual Page 49

50 Administering the SDAPS and the SDPPS Similar to the SDSS and SDSS-SF, both the SDAPS and SDPPS are administered online and require only an Internet connection and web browser. While it may be helpful for advisors and parents to complete these instruments, it is not required. The SDSS and the SDSS-SF can be used by themselves. Upon placing an order for the SDA i, you will receive an with attached PDF instructions. Pages 3 and 4 of the PDF will contain specific instructions for advisors (SDAPS) and parents (SDPPS). The instructions direct parents and advisors to an introductory page similar to Figure 9. Locate the User Login section of the page and select Advisor or Parent from the pull-down menu. The instructions will provide one password for advisors and one for parents. Figure 9 SDA i User s Manual Page 50

51 Upon entering the password and selecting the Login button, the advisor or parent will be directed to a page similar to Figure 10. A Student PIN must be entered. The Student PIN (Personal Identification Number) was generated when the student completed either the Self-Determination Student Scale (SDSS) or the Self- Determination Student Scale-Short Form (SDSS-SF). That means the student must complete the SDSS or SDSS-SF before an advisor or parent can take either the SDAPS or the SDPPS. The Student PIN is located at the top of the SDSS-SF Profile Report. A list of Student PINs for all students who have taken the SDSS-SF at your institution can be found by logging into the Administrative web site. A first and last name, gender, and address are required to continue. The next screen to appear (Figure 11) asks the advisor or parent to respond to 30 statements. The rating scale ranges from Very Low to Very High. Completing either scale takes minutes. Figure 10 Figure 11 SDA i User s Manual Page 51

52 After completing all the items, a report is displayed listing an overall percentile score and an explanation of the results. A sample SDAPS Profile Report is shown in Figure 12. Figure 12 SDA i User s Manual Page 52

53 Administrator Web Site for the SDA i Administrators of the SDSS-SF, SDAPS, and SDPPS can view previously administered results, download raw data, and review the status of their institution s account by locating the URL provided on the Administrator Instruction Sheet. The Administrator Instruction Sheet is located on Page 5 of the PDF that is ed to the administrator overseeing the SDA i account. Do not copy the Administrator Instruction Sheet and pass it out to your students. Some of the information on the sheet is meant only for the administrator. The following information is available to administrators through the Administrative Web Site: Respondent Name, ID Number, Student PIN, Administration Date Self-Determination Student Scale (SDSS) or Self-Determination Student Scale-Short Form (SDSS-SF) profile report Advisor Perception Scale (SDAPS) profile report Parent Perception Scale (SDPPS) profile report Comparison report showing similarities and discrepancies among students, parents, and advisors SPSS compatible raw data file that includes each respondent's name, , PIN, test date/time, percentile score, five component standard scores, and individual item scores. SDA i User s Manual Page 53

54 The home page of the SDA i Administrator Web Site is shown in Figure 13. Navigate the site using the tabs at the top of the page. Figure 13 SDA i User s Manual Page 54

55 Search Records The page to the right (Figure 14) appears after selecting the Search Records tab. Figure 14 Figure 15 Figure 15 shows the results of a search query. To view a Profile Report or Item Responses Report, click on the view link. A Profile Report is similar to Figures 4 and 8. If an advisor or parent has completed a SDAPS or SDPPS, links to the results will be shown below the SDSS-SF. SDA i User s Manual Page 55

56 A sample Item Responses report is shown in Figure 16. The Item Responses report shows the five standard scores that relate to the components of self-determination: (I) Know Yourself and Your Context, (II) Value Yourself, (III) Plan, (IV) Act, and (V) Experience Outcomes and Learn. Individual items that make up the five scales along with how the student responded to each are also included. Figure 16 SDA i User s Manual Page 56

57 A Comparison Report is shown in Figure 17. If both an advisor and parent complete an SDAPS and SDPPS, a link to this report will be listed in Figure 15. This report displays all three percentile rankings from each scale side-by-side. Figure 17 SDA i User s Manual Page 57

58 Raw Data The page to the right (Figure 18) appears after selecting the Raw Data tab. An SPSS compatible raw data file can be downloaded and includes each respondent s name, , PIN, test date/time, percentile score, five component standard scores, and individual item scores. Figure 18 Account Status The page to the right (Figure 19) appears after selecting the Account Status tab. The account status relates the number of administrations remaining in your account. Unused administrations do not expire. When reordering note the school number in parentheses so we can add new administrations to your existing account. Figure 19 SDA i User s Manual Page 58

59 References Field, S., Hoffman, A. & Spezia, S. (1998). Self-determination strategies for adolescents in transition. Austin, TX.: ProEd. Field, S. & Hoffman, A. (January, 2002). Lessons learned from implementing the Steps to Self-Determination curriculum. Remedial and Special Education, 23,(2), Field, S. & Hoffman, A. (1994). Development of a model for self-determination. Career Development for Exceptional Individuals, 17(2), Field, S., Hoffman, A. & Sawilowsky, S. (1997). Research in self-determination: Final report. Detroit, MI: Wayne State University. Hoffman, A., Field, S., & Sawilowsky, S. (1996; 2004). Self-determination assessment battery. (Self-Determination Observation Checklist (SDOC), Self-Determination Student Scale (SDSS), Self-Determination Teacher Perception Scale (SDTPS), and Self-Determination Parent Perception Scale (SDPPS). Detroit, MI.: Wayne State University. Hoffman, A. & Field, S. (2005). Steps to self-determination (second edition): Instructor s guide. Austin, TX: ProEd. Hoffman, A. & Field, S. (2005). Steps to self-determination (second edition): Student activity book. Austin, TX: ProEd. Parker, D., Field, S. & Hoffman, A. (2012). Self-determination strategies for adolescents in transition. Austin, TX.: ProEd. Ryan, R. M., & Deci, E. L. (2000). Selfdetermination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, Wehmeyer, M.L. & Field, S. (2007). Instructional and assessment strategies to promote the self-determination of students with disabilities. Thousand Oaks, CA: Corwin Press. SDA i User s Manual Page 59

60 Self-Determination Assessment internet SDA i User s Manual by Alan Hoffman, Ed.D. Sharon Field Hoffman, Ed.D. Shlomo Sawilowsky, Ph.D. Ordering Information: Volume discounts available. Complete information on ordering the SDA i is available from: Ealy Education Group, Inc Maravista Drive Trinity, FL Phone: (727) service@ealyeducation.com Web: , Ealy Education Group, Inc. All rights reserved. It is a violation of the law to copy any or all of this publication without written permission of the publisher. SDA i User s Manual Page 60