Authors

Sarah Rosati, University of Connecticut Neag School of Education

Abstract

Self–determination instruction is associated with a variety of important outcomes for students with disabilities. A new instrument, the Student Self–Determination Opportunity Survey: Teacher Report version (SSOS–TR), utilizes Causal Agency Theory as a framework to measure teachers’ perceptions of the extent to which their instructional practices facilitate this area of skill development. This paper outlines and describes the item development and content validation processes utilized in developing the SSOS–TR. A sample of 151 special education teachers spanning grades K-12 participated in this SSOSTR instrument pilot. In alignment with the three essential characteristics of self-determined action identified in Causal Agency Theory, the SSOS-TR factor analyses suggested a three-factor extraction. The three resultant subscales produced alpha coefficients ranging from .87-.91, evidencing internal consistency. Implications, limitations, and suggestions for future research are described.

Keywords: self-determination, instrument validation, disability, Causal Agency Theory