Description

The Arc’s Self-Determination Scale (TASDS) is a psychometric instrument designed to assess the level of self-determination in individuals with developmental disabilities. Self-determination refers to a person’s ability to make decisions that affect their own life and to exercise control over conditions related to everyday living.

The scale reflects a broader framework that emphasizes autonomy, personal choice, responsibility, and active participation in decision-making.

Purpose

The primary purpose of the TASDS is to assess the extent to which individuals with developmental disabilities are able to manage their lives, participate actively in decision-making, and pursue personally meaningful goals.

The scale aims to measure several important aspects of self-determination, including:

  • autonomy,
  • decision-making ability,
  • goal setting and goal attainment,
  • awareness of personal strengths and limitations,
  • recognition of rights and responsibilities,
  • development of problem-solving strategies.

Educational and Developmental Applications

The TASDS may be particularly useful in special education, transition planning, vocational preparation, and independent living programs.

Assessment of self-determination can help educators and professionals identify areas in which an individual may need additional support, such as decision-making, problem solving, expressing personal preferences, or organizing everyday activities.

The results may also support the development of individualized interventions designed to strengthen autonomy and active participation.

Structure and Scoring

According to the available source material, the scale includes statements or questions rated on a Likert-type scale, typically ranging from:

  • 1 = Strongly Disagree
  • to 5 or 7 = Strongly Agree.

The items focus on different aspects of self-determination, including awareness of personal abilities and limitations, recognition of rights and responsibilities, and the development of problem-solving strategies.

The exact scoring procedure should follow the instructions associated with the specific version of the instrument being used.

Research Applications

The TASDS may be used in research focusing on self-determination, autonomy, quality of life, social inclusion, and transition to adulthood among individuals with disabilities.

It may also be used to investigate relationships between self-determination and variables such as:

  • educational and vocational adjustment,
  • independent living,
  • self-efficacy,
  • social participation,
  • achievement of personal and educational goals.

Data Analysis

Statistical analysis may include descriptive statistics, group comparisons, correlations, and multivariable analyses.

In psychometric studies, researchers may also examine the internal consistency, reliability, factor structure, and validity of the scale within the population being studied.

Analysis of separate dimensions may provide more useful information than a single total score by highlighting specific areas of strength or support need.

Interpretation

Higher scores, where consistent with the scoring direction of the specific version, may indicate a higher level of self-determination, greater autonomy, and stronger ability to participate actively in decisions affecting one’s life.

Lower scores may indicate areas in which additional support or skill development could be beneficial.

Interpretation should take into account the individual’s developmental level, educational and social context, and specific support needs. The TASDS is best used as an assessment and support-planning instrument rather than as a tool for labeling or categorizing individuals.

References

Wehmeyer, M. L., & Kelchner, K. (1995). The Arc’s Self-Determination Scale: Development, reliability, and validity. Education and Training in Mental Retardation and Developmental Disabilities, 30(4), 239–252.

Wehmeyer, M. L., & Schwartz, M. (1997). Self-determination and the education of students with disabilities: Toward a unified framework. Journal of Special Education, 31(4), 270–277.

Wehmeyer, M. L., & Palmer, S. B. (2003). Self-determination and the education of students with disabilities. Exceptional Children, 69(3), 243–256.

Shogren, K. A., & Wehmeyer, M. L. (2012). The role of self-determination in the education and transition of students with disabilities. Journal of Special Education, 46(2), 121–133.

Schloss, P. J., & Smith, C. D. (1994). Self-determination and the transition to adulthood for students with disabilities. Focus on Exceptional Children, 27(6), 1–10.