The Effect of Student-Directed Transition Planning With a Computer-Based Reading Support Program on the Self-Determination of Students With Disabilities

Abstract

The purpose of this study was to investigate the impact of student-directed transition planning instruction ( Whose Future Is It Anyway? curriculum) with a computer-based reading support program ( Rocket Reader) on the self-determination, self-efficacy and outcome expectancy, and transition planning knowledge of students with disabilities. This study employed a pre- and postmeasure design with 168 middle school students with disabilities who were assigned to an experimental group ( n = 86) and control group ( n = 82). The results of the study demonstrated that self-determination, self-efficacy, and outcome expectancy for education planning improved through the application of Rocket Reader . Avenues are discussed for promoting middle school students’ self-determination in their transition planning, as are implications for future research.