Analysis of Self-Determination and Transition Planning in Relation to Postsecondary Outcomes for Students with Emotional Disturbances

This study is a secondary analysis of data from the National Longitudinal Transition Study-2 (NLTS2) and utilizes several statistical modeling techniques to (1) analyze items from the Arc's Self-Determination Scale (SDS) used by NLTS2 to measure self-determination; (2) examine possible variance in self-determination and active student involvement during Individualized Education Planning (IEP) meetings; and (3) examine the relationship of self-determination and active involvement in the IEP process to a student's school-leaving status and their level of productive engagement after high school. First, the items from the SDS were analyzed using item response modeling techniques based in Item Response Theory (IRT). Next, a logistic regression model was used to examine self-determination and a hierarchical linear model was used to examine student involvement. Last, separate logistic regression models were used to examine the possible effects of self-determination and student involvement in the IEP process on high school graduation status and productive engagement after high school. Although students with emotional disturbances were the primary focus of this study, comparisons were made with students with learning or intellectual disabilities and across select student-level variables (e.g., demographic characteristics and types of services received)