The Arc’s Self-Determination Scale

Abstract

The Arc’s Self-Determination Scale (ASDS) is a comprehensive, student-rated instrument designed to measure the self-determination levels of adolescents, particularly those with intellectual or developmental disabilities. Developed by Michael L. Wehmeyer, the scale assesses the functional skills and psychological dispositions crucial for self-directed behavior. The measure is structured around four essential characteristics of self-determination: Autonomy, Self-Regulation, Psychological Empowerment, and Self-Realization. It is widely utilized in educational settings to guide instructional planning and evaluate transition outcomes for students moving into adulthood.

Keywords

Self-determination, Adolescent Assessment, Special Education, Transition Planning, Autonomy, Independence, Psychological Empowerment, Michael L. Wehmeyer, Self-Regulation, Educational Psychology.

Authors

Michael L. Wehmeyer, Ph.D., The Arc of the United States

Purpose

The primary purpose of the Arc’s Self-Determination Scale is to provide a standardized method for students to evaluate their own self-determination skills and opportunities. By capturing student perceptions across multiple domains—ranging from daily personal care to long-range career planning—the scale enables educators and family members to identify specific areas of strength and areas requiring targeted intervention. This diagnostic information is critical for developing effective Individualized Education Programs (IEPs) that promote student agency and self-advocacy.

The scale serves as both an assessment tool and an educational outcome measure, allowing researchers and practitioners to track changes in a student’s self-determination over time, especially during crucial transition periods from school to post-secondary life. It provides a concrete framework for understanding how students perceive their ability to act autonomously and make choices reflective of their preferences and interests.

Construct

The core construct measured is Self-Determination, defined as acting as the primary causal agent in one’s life and making choices and decisions about one’s quality of life, free from undue external influence or interference. The scale operationalizes this construct through four major components: Autonomy, Self-Regulation, Psychological Empowerment, and Self-Realization.

The items are grouped into several subdomains that capture both the behavioral (functional) and psychological dimensions of self-determination. For example, the Independence domain focuses on functional skills necessary for autonomous living, while the Psychological Empowerment domain addresses internal beliefs regarding control and competence. The Self-Regulation domain uniquely utilizes open-ended scenarios to assess goal setting and problem-solving abilities.

Validity

While specific statistical coefficients were not included in the provided source material, the Arc’s Self-Determination Scale is generally recognized in the literature for possessing strong content validity, as its items directly reflect the theoretical components of self-determination proposed by Michael L. Wehmeyer. Studies supporting the scale typically demonstrate high correlations with measures of quality of life, locus of control, and student engagement, suggesting good concurrent and predictive validity regarding positive post-school outcomes for students with disabilities.

Reliability

Published research on the ASDS consistently reports acceptable to high levels of internal consistency (reliability) across its subscales, typically measured using Cronbach’s alpha. The overall reliability indicates that the items within each domain consistently measure the intended aspect of self-determination. Test-retest reliability is also generally strong, confirming that the scale provides stable measures of the construct over time, making it suitable for longitudinal studies and pre- and post-intervention evaluations.

Factor Analysis

Confirmatory factor analysis (CFA) studies conducted on the scale generally support a multi-factor structure, aligning with the theoretical model of self-determination. These analyses confirm that the items cluster into the empirically derived factors corresponding to the four essential components: Autonomy (often reflected in the Independence and Acting on Preferences subdomains), Self-Regulation, Psychological Empowerment, and Self-Realization. This structural validation ensures that the scale accurately measures distinct, yet interrelated, dimensions of the overarching self-determination construct.

Instrument

Test Type: Self-Report Questionnaire (Student version) and Performance-Based Assessment (Self-Regulation section)

Format: Mixed format including Likert-style ratings, forced-choice responses, and open-ended narrative prompts.

Language Available: English (Primary version)

Population Group: Adolescents and young adults, frequently used with students receiving special education services (e.g., those with intellectual or learning disabilities) as well as general education students.

Age Group: Typically 14 to 21 years.

Population Details: Students transitioning from secondary education to post-school environments.

Test Methodology: Students rate themselves on a scale indicating how often they perform the specific behaviors or hold the stated beliefs related to self-determination. The Self-Regulation section requires students to complete stories based on provided beginning and ending scenarios.

Keywords

Adolescent transition, Special needs assessment, IEP goals, Self-advocacy, Autonomy, Functional skills, Self-efficacy, Psychometric tool, Self-Realization.

Authors

Author ORCID Identifier: Information not provided in source.

Affiliation Email addresses: Information not provided in source.

Correspondence Address: Information not provided in source.

Permissions & Fee and Test Year

The scale was originally copyrighted in 1995 by The Arc of the United States and Michael Wehmeyer (nonexclusive rights). Prior written permission from the publisher is required for reproduction. The original procedural guidelines, dated August 1995, are available in PDF format. The original PDF can be downloaded here: 66796037document.pdf

Reference’s

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

Items of the The Arc’s Self-Determination Scale

The following items are representative examples from the major subdomains of the 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

This section uses forced-choice items (42-57), requiring the student to select the statement that best describes their belief or behavior regarding locus of control, self-efficacy, and choice-making.

42. I usually do what my friends want. OR 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. OR I usually agree with other peoples’ opinions or ideas.

44. I usually agree with people when they tell me I can’t do something. OR 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. OR I am afraid to tell people when they have hurt my feelings.

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

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

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

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

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

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

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

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

54. If I have the ability‚ I will be able to get the job I want. OR 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. OR I will be able to make friends in new situations.

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

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

Self-Realization

This final section uses a set of statements (58-72) to assess the student’s level of self-awareness and self-acceptance.

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.