The Study On Current Ability And Influencing Factors Of Self-determination For Adolescent With Autism Spectrum Disorder

Self-determination is to make individuals aware of their interests, skills and limitation, and press their lives to achieve the purposes of the main action on the basis of the most basic needs of life. It can maintain and improve the quality of life of the individual act of will, and not subject to undue external influences and other interference.The research on self-determination is more mature in foreign countries and Taiwan, which have many studies to reference basing on different standard(such as home-based, school-based and community-based), school section(such as middle school education and high school education) and course(such as general courses and selective courses) and other different fields. AIR scale self-determination is applied to the present study for adolescent with autism spectrum disorder in education in our country. First, the researcher each selected 30 autistic teenagers in Chongqing and Chengdu, then investigated and researched their current ability and influencing factors of self-determination through interviews with teachers and parents. Finally, the researcher proposed several recommendations to improve and enhance the self-determination education for adolescent with autism spectrum disorder, which provide educational support and reference for schools, teachers and parents.Its findings are as follows:1. The current ability of self-determination is poor for adolescent with autism spectrum disorder, generally at a low level. Among them, “my situation” get the lowest sore, while “the home” get the highest score. Therefor, we can see that their self-awareness and self-understanding ability is weak, while they can get a lot of love and support at home.2. The impact of these three factors such as degree of disability, resettlement forms and maternal education is remarkable on the self-determination for adolescent with autism spectrum disorder. Among them, there is a very significant correlation in the degree of disability, “my situation” and “the school”. And there is a comparison significant correlation in the degree of disability and “my feel”. Besides, there is a general significant correlation in the degree of disability and “the home”. Resettlement forms is generally significantly correlated with the ability to self-determination, “my feel” and “the home”. Maternal education is generally significantly correlated with the ability to self-determination and “my feel”, but it isn’t significantly correlated with “the school” and “the home”. These all show that the degree of disability, resettlement forms and maternal education directly affect the development of self-determination for adolescent with autism spectrum disorder.3. The impact of these two factors such as the age and the place of birth is remarkable on the self-determination for adolescent with autism spectrum disorder. Among them, there is a general significant correlation in the age and “my feel”, also in the place of birth and “the home”. It shows that the older, the deeper on their own knowledge, experience and understanding. Besides, they will get more their own ideas and thoughts for what they want to pursue and obtain with the growth of age.4. The impact of these factors such as gender, father education, begotten or not, ranking in the home, early intervention or not, and other school experiences is not significant on the self-determination for adolescent with autism spectrum disorder. It means that these factors don’t directly affect the development of self-determination for adolescent with autism spectrum disorder.Meanwhile, the study summarized the characteristics and educational needs of self-determination for adolescent with autism spectrum disorder, and proposed several recommendations to improve and enhance the self-determination education, which provide educational support and reference for schools, teachers and parents.