Relación Entre Las Necesidades De Apoyo Y La Conducta ...

Relación Entre Las Necesidades De Apoyo Y La Conducta ...

CHILDREN AND ADOLESCENTS WITH INTELLECTUAL DISABILITY:
RELATIONSHIP BETWEEN SUPPORT NEEDS AND SELFVerdugo, M.A. , Vicente, E. , Guilln,
V. , Jordn de Urres, F.B. , Gmez-Vela, M. , Arias, B. & Navas, P.
DETERMINATION
1

1

1

INICO- Universidad de Salamanca;

2

INTRODUCTION
Current studies underline the importance of supports in the lives of people
with intellectual disabilities to be able to express self-determination
(Shogren & Broussard, 2011).
According to Schalock et al., (2010) supports are understood as a main
element to achieve improved personal outcomes, as, for example, the
improvement of quality of life and self-determination.

%

Sample

IQ

N=35
35.0
30.0
25.0
20.0
15.0
10.0
5.0
.0

AGE

Severo y
Profundo
; 5.71%
Moderad Ligero;
o;
37.14%
57.14%

5.7

11.4

11

12

13

14

15

16

and self-determination in children and adolescents with intellectual
disabilities.
With the aim of studying the nature of the relationship between both
constructs, scores from the Support Intensity Scale for Children and
the self-determination ARC-INICO scale were obtained.

METHOD
Hombre; 54.29%

17

Age

ARC-INICO Sections

RESULTS

Home

Community

Autonomy
Self-regulation
Psychological
Empowerment

-,477**
-,444**

-,451**
-,324

Scholar
Participation
-,429*
-,352*

-,092

-,126

-,083

,109

Self-realization

-,354*

-,236

-,284

,023

ARC-INICO Scale

SISCHILREN

-,493**

-,423*

-,421*

Scholar
Learning
-,262
-,181

Safety and
Healthy
-,448**
-,379*

-,177

Social

Advocacy

Total

-,338*
-,352*

-,401*
-,376*

-,483**
-,416*

-,152

-,085

-,149

-,100

-,204

-,166

-,154

-,236

-,439**

-,349*

Instruments
SIS for
Children

ARC-INICO
Scale

SIS-CHILDREN Sections

-,402*

[email protected]

GOAL
The main goal is to analyze the relationship between support needs

Mujer; 45.71%

2.9

8.6

1

http://inico.usal.es

28.6

14.3

2

INICO-Universidad de Valladolid

GENDER
28.6

1

Home
Community
Scholar Participation
Scholar Learning
Safety and Healthy
Social
Advocacy

Assessment of 61 activities
in 7 daily life areas
2 respondents

Assessment of 4 essential
characteristics of self-determination
Self-report with supports

Autonomy
Self-regulation
Psychological Empowerment
Self-realization

350
330
310
290
270
250
230
210
190
170
150
100

Dispersion Graph

200

-,466**

300

400

500

600

700

SIS CHILDREN SCORES

CONCLUSIONS

These results show the existence of a significant and inverse correlation between support needs and self-determination in students with intellectual disabilities.
Students who obtained higher scores in the Support Intensity Scale for Children had lower scores in self-determination ARC-INICO scale.
Besides, there are significant and inverse correlations between most sections of both scales, except Scholar learning.
Finally, the future research, with a larger sample, will analyze the relationship among support needs and self-determination
influence of personal and environmental factors will be analyzed through multiple regression procedures.

carefully.

Furthermore, the

Schalock, R. L., Borthwick-Duffy, S.A., Bradley, V. J., Buntinx, W.H.E, Coulter, D., Craig, E. M., Yeager, M. H. (2010). Intellectual disability, definition, classification and systems of
supports (11 Ed.). Washington, DC: American Association on Intellectual and Developmental Disabilities.
Schalock, R. & Verdugo, M.A. (2002). Quality of life for human service practitioners. Washington, DC: American Association on Mental Retardation.
Shogren, K. A. & Broussard, R. (2011). Exploring the Perceptions of Self-Determination of Individuals with Intellectual Disability. Intellectual and Developmental Disabilities, 49(2),
86-102.
Thompson, J. R., Bradley, V. J., Buntinx, W.H.W, Schalock, R. L., Shogren, K. A, Snell, M. E., Yeager, M. H. (2010). Conceptualizando los apoyos y las necesidades de apoyo de
personas con discapacidad. Siglo Cero, 41, 7-22.
Wehmeyer, M. L. (2001). Assessment in Self-Determination: Guiding Instruction and Transition Planning. Assessment for Effective Intervention. 26(4), 41-49.

REFERENCES

This poster has been written within the framework of the research project I+D PSI2009-10953 funded by the Spanish Ministry of
Science and Innovation and the fundation to contract researchers cofinanced by the European Social Fund (Orden
EDU/1867/2009).
Pictures from INICO Photography Contest

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S D A R C -IN IC O S C A L E S C O R E S

1

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