Development of Self-Determination across Childhood and Adolescence

Abstract

AOTA identifies self-determination as an important outcome for occupational therapy to address with children and youth. Many occupational therapists in school settings might embrace self-determination, either tacitly or overtly, as part of their collaborative efforts in planning transition programs for youth with special needs. Promotion of self-determination as a means to increase quality of life and participation is scarce in the occupational therapy literature, especially for preschoolers and school-age children with special needs. The purpose of this article is to provide a description of self-determination as a developmental process that begins in early childhood and continues across an individual's lifespan. As such, we share information about strategies and potential interventions at home, at school, and in the community as children age. In accord with Individuals with Disabilities Education Improvement Act mandates and initiatives around response to intervention, we offer multiple suggestions on ways occupational therapy practitioners can help promote self-determination as a means to increase quality of life and participation at school. In addition, we include a discussion about promoting carryover of learning to home and in the community as part of a process that facilitates continued development of self-determination as children age.

Keywords:

• Participation
• transition
• quality of life
• self-directed learning

Acknowledgment

We gratefully acknowledge the editorial assistance and thoughtful suggestions from Dr. Lynne Jaffe, associate professor, Department of Occupational Therapy, University of Georgia.