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Focus on Autism and Other Developmental Disabilities
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A Response to Wehmeyer (1999) and a Challenge to the Field Regarding Self-Determination

Daniel J. Baker

Specialized Training Program, College of Education, University of Oregon

Robert H. Horner

Specialized Training Program, College of Education, University of Oregon

Gary Sappington

Specialized Training Program, College of Education, University of Oregon

William R. Ard, Jr

Specialized Training Program, College of Education, University of Oregon

This article provides a response to an article by Wehmeyer that appeared in the Spring 1999 issue of this journal. Self-determination presents a tremendous opportunity for all persons, and this promise enhances the challenge to prevent self-determination from becoming an empty cliché. To ensure a durable and substantive role for self-determination, the following critical components are needed: (a) a description of self-determination that is conceptually compelling and operational; (b) a sensitive, valid, and reliable method of assessing or measuring the self-determination experienced by an individual; and (c) documentation that efforts to improve self-determination are associated with improvements in the quality of life experienced by persons with disabilities and their families. Wehmeyer and colleagues have contributed greatly to the first of these components. The remaining two components must be the focus of further inquiry, research, and policy analysis.

Focus on Autism and Other Developmental Disabilities, Vol. 15, No. 3, 154-156 (2000)
DOI: 10.1177/108835760001500304
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