The Arc’s Self-Determination Scale

Abstract

The Arc’s Self-Determination Scale (SDS) is a widely recognized, student-completed measure developed by Michael L. Wehmeyer in collaboration with The Arc of the United States. Designed primarily for adolescents and young adults, particularly those receiving special education services, the scale provides a comprehensive assessment of an individual’s level of self-determination. This construct is operationalized across multiple domains, including autonomy, self-regulation, psychological empowerment, and self-realization. The results derived from the SDS are crucial for informing individualized educational programs (IEPs) and transition planning, helping professionals target specific areas for intervention to foster greater personal control and successful post-school outcomes.

Keywords

Self-Determination, Adolescents, Psychological Scale, Special Education, Transition Planning, Michael L. Wehmeyer, Self-Report, Intellectual Disability.

Authors

Michael L. Wehmeyer, The Arc of the United States

Purpose

The primary purpose of the SDS is to measure the capacity and opportunity for self-determined behavior in students. By quantifying an individual’s skills and attitudes related to autonomy and control, the scale facilitates data-driven decision-making within educational and clinical settings. The assessment results highlight both the strengths a student possesses and the specific areas requiring development to prepare them for independent living and employment post-graduation.

Furthermore, the SDS serves as a valuable tool for outcome measurement, allowing researchers and practitioners to evaluate the effectiveness of educational interventions designed to promote self-determination. Its comprehensive structure ensures that assessment goes beyond simple behavioral compliance to evaluate the underlying cognitive and affective components of self-directed behavior.

Construct

The scale measures the multi-component psychological construct of self-determination, which, according to Wehmeyer’s functional model, is defined as the capacity to act as the primary causal agent in one’s life. This involves making choices, setting goals, and initiating and sustaining actions to reach those goals. The SDS is structured around four essential characteristics of self-determined behavior:

• Autonomy/Independence: The degree to which an individual acts independently.
• Self-Regulation: The ability to set goals, plan, and self-monitor progress.
• Psychological Empowerment: The feelings of control and efficacy regarding one’s life outcomes.
• Self-Realization: The self-knowledge and acceptance of one’s strengths and limitations.

Validity

The psychometric integrity of The Arc’s Self-Determination Scale is strongly supported by academic literature. Content validity is ensured through the deliberate alignment of all scale items with the established theoretical framework of self-determination developed by Michael L. Wehmeyer. This alignment ensures comprehensive coverage of the core domains—autonomy, self-regulation, psychological empowerment, and self-realization.

Construct validity has been repeatedly demonstrated through confirmatory factor analysis, which supports the hypothesized multi-factor structure. Additionally, criterion-related validity studies have shown that SDS scores correlate positively with key indicators of successful adult outcomes, such as higher rates of employment, increased independence in residential settings, and greater participation in community activities.

Reliability

The SDS exhibits robust internal consistency across its subscales and the total score. Typical reliability coefficients (Cronbach’s alpha) frequently fall within the .80 to .90 range, indicating strong homogeneity among the items measuring each construct. This high level of internal consistency suggests that the scale reliably captures a unified set of behaviors and attitudes related to self-determination.

Furthermore, test-retest reliability studies have confirmed the stability of the SDS scores over time. This stability is crucial for a measure used in long-term educational planning, assuring practitioners that the scores are not merely transient reflections of mood but stable indicators of the student’s self-determination capacity.

Factor Analysis

Factor analytical studies, including both exploratory and confirmatory methods, have been instrumental in validating the theoretical structure of the SDS. These analyses typically confirm the presence of four distinct, yet correlated, factors corresponding directly to the theoretical components of self-determination: Independence/Autonomy, Self-Regulation, Psychological Empowerment, and Self-Realization. This empirical validation of the subdomains ensures that the scale provides diagnostically meaningful scores that can guide targeted interventions rather than just a single global score.

Instrument

Test Type: Self-report Psychological Assessment Scale

Format: The scale consists of 72 items across four sections. Items utilize a combination of Likert-type response formats (e.g., 5-point scale) for assessing perceived ability and opportunity, forced-choice items (Psychological Empowerment), and open-ended, problem-solving narrative tasks (Self-Regulation).

Language Available: Primarily English, with translations available in several languages including Spanish and Chinese for international use.

Population Group: Adolescents and young adults.

Age Group: Typically utilized with individuals aged 12 to 21 years.

Population Details: Specifically designed for and validated with students receiving special education services, including those with intellectual disabilities, learning disabilities, and other developmental disorders, though it can be used with typical populations as well.

Test Methodology: The scale is typically administered in a self-report format, though accommodations (such as dictation or reading assistance) are often provided for students with significant reading difficulties, ensuring accessibility and validity across diverse student populations.

Keywords

Autonomy, Self-Regulation, Self-Realization, Independence, Special Education Assessment, Outcome Measurement, Transition Services, Disability.

Authors

Author ORCID Identifier: Not specified in source material (Michael L. Wehmeyer)

Affiliation Email addresses: Not specified in source material

Correspondence Address: Not specified in source material (Contact The Arc of the United States or Michael Wehmeyer for current information)

Permissions & Fee and Test Year

The Arc’s Self-Determination Scale was copyrighted in August 1995. Copyright is held by The Arc of the United States and Michael Wehmeyer (nonexclusive rights). Prior written permission from the publisher is required for any reproduction or use of the scale materials. Users must contact The Arc or the appropriate distribution channels for current licensing fees and permissions.

The original procedural guidelines PDF (August, 1995) can be downloaded here: 66796037document.pdf

Reference’s

• Wehmeyer, M. L. (1995). The Arc’s Self-Determination Scale: Procedural Guidelines. The Arc of the United States.

• The Arc of the United States. (1995). The Arc’s Self-Determination Scale.

Items of the The Arc’s Self-Determination Scale

Subdomain: Independence

Routine Personal Care and Family Oriented Functions

1. I make my own meals or snacks.
2. I care for my own clothes.
3. I do chores in my home.
4. I keep my own personal items together.
5. I do simple first aid or medical care for myself.
6. I keep good personal care and grooming.

Interaction with the Environment

7. I make friends with other kids my age.
8. I use the post office.
9. I keep my appointments and meetings.
10. I deal with salespeople at stores and restaurants.

Subdomain: Acting on the Basis of Preferences, Beliefs, Interests and Abilities

Recreational and Leisure Time

11. I do free time activities based on my interests.
12. I plan weekend activities that I like to do.
13. I am involved in school-related activities.
14. My friends and I choose activities that we want to do.
15. I write letters, notes or talk on the phone to friends and family.
16. I listen to music that I like.

Community Involvement and Interaction

17. I volunteer in things that I am interested in.
18. I go to restaurants that I like.
19. I go to movies, concerts, and dances.
20. I go shopping or spend time at shopping centers or shopping malls.
21. I take part in youth groups (like 4-H, scouting, church groups)

Post-School Directions

22. I do school and free time activities based on my career interests.
23. I work on school work that will improve my career chances.
24. I make long-range career plans.
25. I work or have worked to earn money.
26. I am in or have been in career or job classes or training.
27. I have looked into job interests by visiting work sites or talking to people in that job.

Personal Expressions

28. I choose my clothes and the personal items I use every day.
29. I choose my own hair style.
30. I choose gifts to give to family and friends.
31. I decorate my own room.
32. I choose how to spend my personal money.

Self-Regulation

The Self-Regulation section consists of two subdomains, with questions which require students to write (or dictate) answers.

33. Beginning –You are sitting in a planning meeting with your parents and teachers. You want to take a class where you can learn to work as a cashier in a store. Your parents want you to take the Family and Child Care class. You can only take one of the classes. Ending — The story ends with you taking a vocational class where you will learn to be a cashier.

34. Beginning — You hear a friend talking about a new job opening at the local book store. You love books and want a job. You decide you would like to work at the bookstore. Ending — The story ends with you working at the bookstore.

35. Beginning — Your friends are acting like they are mad at you. You are upset about this. Ending — The story ends with you and your friends getting along just fine.

36. Beginning — You go to your English class one morning and discover your English book is not in your backpack. You are upset because you need that book to do your homework. Ending — The story ends with you using your English book for homework.

37. Beginning — You are in a club at school. The club advisor announces that the club members will need to elect new officers at the next meeting. You want to be the president of the club. Ending — The story ends with you being elected as the club president.

38. Beginning — You are at a new school and you don’t know anyone. You want to have friends. Ending — The story ends with you having many friends at the new school.

Question 39:

Where do you want to live when you graduate?

Question 40:

Where do you want to work after you graduate?

Question 41:

What type of transportation do you plan to use after graduation?

Psychological Empowerment

42. I usually do what my friends want. I tell my friends if they are doing something I don’t want to do.

43. I tell others when I have new or different ideas or opinions. I usually agree with other peoples’ opinions or ideas.

44. I usually agree with people when they tell me I can’t do something. I tell people when I think I can do something that they tell me I can’t.

45. I tell people when they have hurt my feelings. I am afraid to tell people when they have hurt my feelings.

46. I can make my own decisions. Other people make decisions for me.

47. Trying hard at school doesn’t do me much good. Trying hard at school will help me get a good job.

48. I can get what I want by working hard. I need good luck to get what I want.

49. It is no use to keep trying because that won’t change things. I keep trying even after I get something wrong.

50. I have the ability to do the job I want. I cannot do what it takes to do the job I want.

51. I don’t know how to make friends. I know how to make friends.

52. I am able to work with others. I cannot work well with others.

53. I do not make good choices. I can make good choices.

54. If I have the ability, I will be able to get the job I want. I probably will not get the job I want even if I have the ability.

55. I will have a hard time making new friends. I will be able to make friends in new situations.

56. I will be able to work with others if I need to. I will not be able to work with others if I need to.

57. My choices will not be honored. I will be able to make choices that are important to me.

Self-Realization

58. I do not feel ashamed of any of my emotions
59. I feel free to be angry at people I care for.
60. I can show my feelings even
61. I can like people even if I don’t agree with them.
62. I am afraid of doing things wrong.
63. It is better to be yourself than to be popular.
64. I am loved because I give love.
65. I know what I do best.
66. I don’t accept my own limitations.
67. I feel I cannot do many things.
68. I like myself.
69. I am not an important person.
70. I know how to make up for my limitations.
71. Other people like me.
72. I am confident in my abilities.