First Advisor

Luckner, John

Document Type

Dissertation

Date Created

5-2020

Department

College of Education and Behavioral Sciences, Special Education, Special Education Student Work

Abstract

Self-determination is a potential predictor of in-school and post-school success, yet it has not previously been examined in youth and young adults who are deaf or hard of hearing (DHH). The purpose of this study utilizing a cross-sectional survey design was to (a) determine if the scores produced by the American Sign Language (ASL) version of the Self-Determination Inventory (ASL SDI:SR) are valid and reliable and (b) examine self-determination scores in youth and young adults who are DHH to determine typical areas of strength and need within the population and if scores vary by disability, communication mode, or educational setting. There were 221 participants who are DHH who completed the survey including representative populations from each educational setting and communication mode. A factor analysis was conducted to determine if scores were valid. Cronbach’s alpha was used to determine reliability. A MANOVA and factorial ANOVA were planned to analyze scores, but it was not possible to obtain the raw selfdetermination data from other disability groups, nor was it possible to establish clear communication mode and educational setting groups without assumptions. Thus, these analyses were not conducted. Results showed that the ASL SDI:SR produced reliable scores, but the scores did not break into the component structure to establish validity. The mean scores for the sample were higher than every disability group and students without iv disabilities who completed the English SDI:SR. The component with the highest mean score was psychological empowerment, while the component with the lowest mean score was self-realization. Implications for practice and research are discussed.

Extent

121 pages

Local Identifiers

Millen_unco_0161D_10826.pdf

Rights Statement

Copyright is held by the author.

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