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The Spirit of the IDEA Mandate: Student Involvement in Transition Planning.
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The Spirit of the IDEA Mandate: Student Involvement in Transition Planning. (1995)The Spirit of the IDEA Mandate: Student I…Preparing students with disabilities to transition from school to work through self-determination training (2014)Preparing students with disab…Autodeterminación de las personas con discapacidad intelectual como objetivo educativo y derecho básico: estado de la cuestión (2013)Autodeterminación de las pers…Student‐directed learning strategies to promote the progress of students with intellectual disability in inclusive classrooms (2003)Student‐directed learning str…Effects of Interventions to Promote Self-Determination for Individuals With Disabilities (2001)Effects of Interventions to P…Issues influencing the future of transition programs and services in the United States (2000)Issues influencing the future…Do Individualized Transition Plans Match the Postschool Projections of Students with Learning Disabilities and Their Parents? (2000)Do Individualized Transition …Self-Determination and Positive Adult Outcomes: A Follow-up Study of Youth with Mental Retardation or Learning Disabilities (1997)Self-Determination and Positi…Perceptions of Classroom Environment, Locus of Control and Academic Attributions of Adolescents With and Without Cognitive Disabilities (1996)Perceptions of Classroom Envi…Teaching Self-Determination to Students With Disabilities: Basic Skills for Successful Transition (1997)Exploring Leadership: For College Students Who Want to Make a Difference (1998)Authentic leadership development: Getting to the root of positive forms of leadership (2005)Perceptions and understandings of self-determination in the context of relationships between people with intellectual disabilities and social care professionals (2019)Is it really student-focused planning? Perspectives of students with autism (2020)Meaningful Transitions: Enhancing Clinician Roles in Transition Planning for Adolescents With Autism Spectrum Disorders (2020)A Locus of Control Scale for Noncollege as Well as College Adults (1974)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Intrinsic Motivation and Self-Determination in Human Behavior (1988)Positive Behavior Support (2002)Adult Outcomes for Students with Cognitive Disabilities Three-Years After High School: The Impact of Self-Determination (2003)Evidence-Based Secondary Transition Predictors for Improving Postschool Outcomes for Students With Disabilities (2009)Modeling and attributional effects on children's achievement: A self-efficacy analysis. (1981)Promoting Self-Determination in Students with Developmental Disabilities. What Works for Special-Needs Learners. (2007)The Effects of a Technology-Based Self-monitoring Intervention on On-Task, Disruptive, and Task-Completion Behaviors for Adolescents with Autism (2019)CHILDREN'S BELIEFS IN THEIR OWN CONTROL OF REINFORCEMENTS IN INTEUECTUAL-ACADEMIC ACHIEVEMENT SITUATIONS (1965)Locus of control: Current trends in theory and research (1976)Setting limits on children's behavior: The differential effects of controlling vs. informational styles on intrinsic motivation and creativity (1984)The role of positive psychology constructs in predicting life satisfaction in adolescents with and without cognitive disabilities: An exploratory study (2005)Self-Advocacy and Perceptions of College Readiness among Students with ADHD. (2014)Positive psychology: An introduction. (2000)Handbook of Self-Determination Research (2004)Positive psychology: Past, present, and (possible) future (2005)Autodeterminación: explorando las autopercepciones de adultos con síndrome de Down chilenos (2018)Primary, Secondary, and Meta-Analysis of Research (1976)The file drawer problem and tolerance for null results. (1979)Book Reviews: Statistical Methods for Meta-Analysis Larry V. Hedges and Ingram Olkin New York: Academic Press, 1985. xxii + 369 pp (1988)A Conceptual Framework of Self-Advocacy for Students with Disabilities (2005)Evidence-Based Practices in Secondary Transition (2009)Causal Agency Theory: Reconceptualizing a Functional Model of Self-Determination (2015)Factors Associated with the Employment Status of Handicapped Youth Exiting High School from 1979 to 1983 (1985)A practical guide for teaching self-determination (1998)Life beyond the classroom : transition strategies for young people with disabilities (2006)THE DISCOVERY OF GROUNDED THEORY: STRATEGIES FOR QUALITATIVE RESEARCH. By Barney G. Glaser and Anselm L. Strauss. Chicago: Aldine Publishing Company, 1967. 271 pp. $6.75 (1968)Handbook of Qualitative Research (1994)A Longitudinal Analysis of Shifting Policy Landscapes in Special and General Education Reform (2003)Qualitative Data Analysis (2008)
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  • 1997Self-Determination and Positive Adult Outcomes: A Follow-up Study of Youth with Mental Retardation or Learning Disabilities682 cited
  • 2001Effects of Interventions to Promote Self-Determination for Individuals With Disabilities489 cited
  • 1996Perceptions of Classroom Environment, Locus of Control and Academic Attributions of Adolescents With and Without Cognitive Disabilities27 cited
  • 2003Student‐directed learning strategies to promote the progress of students with intellectual disability in inclusive classrooms23 cited
  • 2014Preparing students with disabilities to transition from school to work through self-determination training18 cited
  • 2000Issues influencing the future of transition programs and services in the United States17 cited
  • 2013Autodeterminación de las personas con discapacidad intelectual como objetivo educativo y derecho básico: estado de la cuestión16 cited
  • 2000Do Individualized Transition Plans Match the Postschool Projections of Students with Learning Disabilities and Their Parents?15 cited

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