1. Technology to Promote Decision-Making Skills and Self-Determination for Students with Cognitive Disabilities This is a large-scale, randomized trail design study that will investigate the impact of cognitively accessible technology (Decision Manager and Job Quest – AbleLink Technologies) on the capacity of students with cognitive disabilities to independently make decision related to the transition areas of independent living, community inclusion, recreation and leisure and employment. Specific Aim: To examine the impact of the use of cognitively-accessible computer technology on the self-determination and transition-related outcomes of transition-age adolescents with mental retardation.Specific Aim: To examine the impact of the use of cognitively-accessible computer technology on the self-determination and transition-related outcomes of transition-age adolescents with mental retardation. Research Partners : University of Kansas Beach Center on Disability, Kansas University Center on Developmental Disabilities and AbleLink Technologies.Research Partners : University of Kansas Beach Center on Disability, Kansas University Center on Developmental Disabilities and AbleLink Technologies. Research Design and Sample: Randomized trial, placebo control group design. (n=200) high school students with cognitive disabilities (example mild/moderate mental retardation): 100 randomly assigned to control group, 100 randomly assigned to treatment group Intervention will occur within the context of federally-mandated transition planning. Project staff will train participating teachers in a common ‘student-directed transition’ planning process titled Whose Future is it Anyway?. Ensure common baseline for transition planning procedures that already represents best practice. Ensure common baseline for transition planning procedures that already represents best practice. Will serve as placebo intervention for control group. Will serve as placebo intervention for control group. Students in treatment group will engage in transition planning using at least 2 cognitively-accessible, PC-based software programs to contribute to transition-planning and decision-making. Decision Manager: PC software using audio and video prompts to enable persons with cognitive disabilities to independently complete complex tasks involving one or more decision point. Job Quest: Internet-based multimedia program to enable people who do not read to identify job preferences and interests PC-based Supports to Assist Student in Self-directing Transition Planning. Research Timeline and Status Instrumentation Fidelity to Treatment - Whose Future is it Anyway? Checklist -Teacher anecdotal log -Limited observational studies using time sample methodology Intervention Efficacy - The Arc’s Self-Determination Scale -The AIR Self-Determination Scale -Transition Scale Data Analysis Intervention Efficacy - Doubly Multivariate Repeated Measures Analysis (e.g., repeated - Doubly Multivariate Repeated Measures Analysis (e.g., repeated measures analysis of variance with more than one measure of the measures analysis of variance with more than one measure of the same dependent variable) with self-determination measures as same dependent variable) with self-determination measures as within-subject variables and treatment group and relevant within-subject variables and treatment group and relevant demographic indicators as between-subject variables. demographic indicators as between-subject variables. - Multi-level Random Coefficients Modeling (e.g. HLM model) to - Multi-level Random Coefficients Modeling (e.g. HLM model) to examine differences between control and treatment participants as examine differences between control and treatment participants as nested within teachers/campuses nested within teachers/campuses Principal Investigator: Michael L. Wehmeyer, Ph.D. Beach Center on Disability, Kansas University Center on Developmental Disabilities, University of Kansas wehmeyer@ku.eduwehmeyer@ku.edu Project Directors: Kendra L. Williams-Diehm, Ph.D. williams-diehm@ku.edu & Susan Palmer, Ph.D. spalmer@ku.edu Beach Center on Disability, Kansas University Center on Developmental Disabilities, University of Kansaswilliams-diehm@ku.eduspalmer@ku.edu Fall 2004 –August 2005: Teacher, cohort 1 student recruitment, informed consent, teacher training August 2005: Intervention efficacy baseline data collection for cohort 1 (Intervention implementation for cohort 1 through May ’07) Fall 2005 – Summer 2006 Teacher, cohort 2 student recruitment, informed consent, teacher training May 2006 First intervention efficacy data collection for cohort 1 August 2006 Intervention efficacy baseline data collection for cohort 2 (Intervention implementation for cohort 2 through May ’08) May 2007 Second intervention efficacy data collection for cohort 1; First Intervention efficacy data collection for cohort 2 May 2008 Second intervention efficacy data collection for cohort 2; One year follow-up for cohort May 2009 One year follow-up for cohort 2 Current Progress: Intervention underway in school districts within Arkansas, Kansas, Missouri, Oklahoma, and Texas n=212 students with cognitive disabilities receiving intervention (software and student involvement) n=212 students with cognitive disabilities receiving intervention (software and student involvement) n=89 teachers/coordinators/administrators trained on technology n=89 teachers/coordinators/administrators trained on technology -allows for simple main-effects test of differences between control and treatment groups while allowing for a decomposition of the degree to which group differences are attributable to student-level or teacher/campus-level differences (and interaction). Follow up study of outcomes - Chi-Square, Discriminant Function, and Setwise Regression Analyses - Chi-Square, Discriminant Function, and Setwise Regression Analyses Follow-Up Data -Questionnaire from Wehmeyer & Schwartz (1998)* & Palmer & Wehmeyer (2003)** -Quality of Life Questionnaire