[Purpose] The purpose of this study was to investigate the impacts of self-advocacy and self-management training based on Self-Determined Learning Model of Instruction(SDLMI) on self-determination and self-monitoring behavior of adults with intellectu...
[Purpose] The purpose of this study was to investigate the impacts of self-advocacy and self-management training based on Self-Determined Learning Model of Instruction(SDLMI) on self-determination and self-monitoring behavior of adults with intellectual disabilities. [Method] The participants were 9 women with intellectual disabilities who live in residential facilities and their age were ranged from mid-20s to mid-30s. One-group pre-post test group design was applied to examine pre and post statistical differences in self-determination. AB single subject design was utilized to examine self-monitoring behavior of residents. During the self-advocacy training, communication training program and group art therapy were applied to each stage of SDLMI during the self-management training, Self-monitoring strategies were used to monitor subject's daily routine. [Results] As a result of the study, self-advocacy and self-management training based on SDLMI showed statistically significant differences in self-determination between pre and post test. Self-management training was effective on self-monitoring behavior of residents with intellectual disability. The self-monitoring behaviors were maintained until three months after the intervention. [Conclusion] Based on these results, it was concluded that self-advocacy and self-management training based on SDLMI has positive effects on self-determination of residents with intellectual disabilities and mantained after three months later of intervention.