Self-Determination and Deaf Youth: New Study Proves Effectiveness of ASL-Accessible Measurement Tool
Self-determination — acting or causing things to happen in your life so that you can reach your goals — is a long name for a powerful personal asset.
Research shows deaf youth with higher levels of self-determination during high school are more likely to enroll in college, live independently, have positive self-beliefs, make more money at work, and have more opportunities for career advancement — evidence that is bolstered by community narratives.
Now, a new study co-authored by Dr. Stephanie Cawthon shows a self-determination measurement tool that was translated into American Sign Language (ASL) is effective with deaf youth. The Self-Determination Inventory: Student Report, known as the SDI:SR ASL, can be used to support and empower deaf youth in their successful transition to life beyond high school.
The study, The Self-Determination Inventory: Student Report American Sign Language Translation, is published in the Journal of Deaf Studies and Deaf Education and is co-authored by:
Dr. Cawthon, during her tenure as director of the National Deaf Center on Postsecondary Outcomes (NDC)
Carrie Lou Garberoglio, Jeffrey Levi Palmer, Jennifer Higgins at NDC
Karrie A. Shogren, Daria Gerasimova, Jesse Pace, Tyler Hicks, and Kaitlyn Millen of the University of Kansas (KU)
Dr. Cawthon’s graduate students, Paige M. Johnson and Claire Ryan, at The University of Texas at Austin
“I couldn’t be more proud of this study, which is a major unifying theme of much of my career’s work on transition by design. It collaboratively brings together my passions for accessibility, assessment, and research translation,” said Dr. Cawthon. “It was a significant part of our work building NDC to what it is today and was an excellent mentorship opportunity for our students.”
About the SDI:SR ASL
First developed at KU, the SDI:SR is a research-based assessment to help young people identify their self-determination skills and abilities, to inform their ongoing learning and development. While the SDI:SR has been used by students with disabilities, the current study is among the first to look at the SDI:SR ASL version with deaf youth who use American Sign Language.
Dr. Cawthon and her colleagues at NDC translated the Self-Determination Inventory into ASL, then tested its use with a sample of 3,309 young people, including 392 deaf youths who used the ASL version. In their announcement of the study, KU noted the importance of culturally relevant translation and the partnership with NDC. ASL, like any other language, has its own syntax, grammar, and nuances that are vital to any translation.
Study findings showed the effectiveness of the SDi:SR ASL and also indicated that deaf youth who take the SDI:SR ASL score more similarly to youth without disabilities taking the SDI:SR than youth with disabilities. The authors noted that “deaf gain” — inherent strengths that emerge among deaf people and deaf communities from the experience of being deaf and continually overcoming challenges in an inaccessible society — could help explain the finding.
“The SDI:SR ASL can be an important tool for researchers, practitioners, and educators to better understand and facilitate self-determination among deaf youth, to support their skills and abilities to take leadership for their own educations, careers, and lives,” said Dr. Cawthon.
This online SDI;SR ASL assessment asks how youth feel about their ability to be self-determined: to make choices, set and go after goals, and make decisions. Designed for youth between the ages of 13 and 22, it takes approximately 10-15 minutes to complete.
When students complete the assessment, they receive a report about their strengths and areas of need, which can then be used to set goals and develop plans.
Why is Self-Determination So Important?
People who have stronger self-determination are able to make their own choices, manage their time, are good problems solvers, can advocate for themselves, set goals, and make plans to reach these goals. Young people with disabilities must also be aware of — and, in many cases, fight for — their rights, responsibilities, and protections under the law.
Setting and making plans to achieve self-determination goals needs to be part of deaf students’ transition planning in high school, which should include the use of well-designed and accessible assessments. Dr. Cawthon has written and presented about the importance of Transition by Design.
Role models are valuable — deaf youth benefit from learning how deaf adults navigate barriers to succeed at school, work, and in their personal lives. Many online resources are available that share stories from deaf adults, including NDC’s #DeafSuccess videos and #DeafAtWork stories, #DeafAtWork videos from National Association of the Deaf, and #RealPeople from DPAN.TV.
Families can use this resource to support for strengthening self-determination at home among deaf teens, and KU’s 10 Steps to Independence has tips that are applicable to all teens.
For teachers, the self-determined learning model of instruction (SDLMI) can improve teaching practice and strengthen students’ self-determined actions.
Vocational rehabilitation counselors can use NDC’s Pre-ETS guide, which addresses instruction in self-advocacy and suggests additional resources about self-determination.