Comparison of the effects of MAPS and ChoiceMaker on student self-determination skills

This study compared the effects of two procedures for increasing self-deter mination skills with high school students with mental retardation. The McGi ll Action Planning System (MAPS) and the Choosing Employment Goals strand o f the ChoiceMaker curriculum (ChoiceMaker) were presented to two groups of five students to determine their effects on (a) The Arc's Self-Determinatio n Scale (a student self-rating instrument); (b) ChoiceMaker Self-Determinat ion Assessment (a teacher rating instrument); (c) students' ability to arti culate transition goals and needs in the areas of employment, education res idential choice, and recreation/leisure; and (d) student input into the tra nsition component of their Individualized Education Program. Students in th e MAPS condition answered questions and drew representational pictures rela ted to their own goals and needs. Students also provided input and feedback to responses made by peers. In the ChoiceMaker condition, students were gi ven instructions in completing worksheets, which required them to consider their interests, skills, limits, and concerns regarding each of the four ar eas. Results favored the ChoiceMaker curriculum on student and teacher self -determination ratings and in terms of efficiency of instruction. Limitatio ns of the study and suggestions for teaching self-determination skills are discussed.