Not very often
Often
Very often/Always / Rarely/Not at all
Not very often
Often
Very often/Always
I. SKILLS
GOAL SETTING
This child/youth…
- plans what to do next (e.g., “After using the swings, I want to go down the slide.”).
- clearly communicates preferences.
- communicates why certain things are liked (e.g., “I like candy because it tastes good.”).
- identifies some personal interests and needs as being more important than others.
- sets short-term goals that match personal interests (e.g., “ I am going to finish my homework so I can go outside and play.”).
- identifies one or two steps necessary to reach an immediate goal (e.g., understands the need to practice playing and learn to read music if wanting to join the band).
- sets realistic immediate goals (e.g., plans to com- plete an assignment in a reasonable amount of time).
- sets immediate goals related to reaching long-term goals (e.g., will put forth extra effort on assignments to earn a higher grade for the semester/year).
- considers personal strengths and weaknesses when setting goals.
- before setting personal goals, considers whether the necessary resources will be available to reach them.
This child/youth…
- selects a toy to play with or activity to do when shown two from which to choose.
- makes decisions/choices that reflect personal likes and dislikes.
- makes choices when 2-3 options are available and explained.
- stops to think before making decisions.
- thinks about personal preferences and what will work best before making decisions.
- creates own opportunities to make decisions (e.g., will ask when a homework assignment is due).
- asks for opinions from more than one person before making difficult decisions/choices.
- delays making major decisions/choices until important questions have been answered.
- before making decisions/choices, develops new options not previously tried (e.g., considers new and familiar leisure activities).
- thinks about the long-term consequences of decisions/choices before making them.
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This child/youth…
- can tell when a task is complete.
- completes short tasks after beginning them.
- praises self after doing a good job.
- uses plans that have worked in the past to help reach new goals.
- evaluates own performance accurately.
- develops new plans to reach goals when previously tried plans do not work.
- paces work so that it will be finished on time.
- follows or tracks progress toward personal goals (e.g., keeps track of personal money if saving for a special purchase).
- develops a schedule to work on a goal that might take several days to finish.
- plans own schedule and adjusts it when necessary (e.g., does homework at school if a social activity is planned for the evening or has to work that night).
This child/youth…
- recognizes when problems exist (e.g., cries or complains if blocked from a preferred activity).
- develops solutions to simple problems independently or with the help of adults.
- tries solutions that have worked in the past when faced with similar problems.
- chooses effective solutions to problems when presented with a small number of possible solutions.
- independently identifies one or two short-term solutions to a problem.
- identifies what may have caused a problem.
- checks to see if the chosen way to solve a simple problem actually worked (e.g., asks teacher/parent if the answer to a new problem is correct).
- identifies the help needed to solve complex problems.
- develops and considers a number of different ways to effectively solve problems.
- evaluates the short as well as long term outcomes of possible solutions to problems (e.g., recognizes that borrowing money helps with short term cashneeds but may harm friendships in the longer term).
This child/youth…
- communicates “NO” when appropriate.
- will repeat a request to the same person if it was not responded to the first time.
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Rarely/Not at all
Not very often
Often
Very often/Always
- objects if personal rights are violated by others.
- firmly asks people to stop when they are doing things that are disruptive or annoying.
- speaks for self when dealing with persons in authority (e.g., teacher, parent, supervisor).
- tells others in an appropriate manner when he/she does not agree with them.
- tells others about personal needs and goals.
- explains how personal requests match personal needs and interests.
- states ideas and personal opinions in public meetings (e.g., student organizations, religious, or neighborhood meetings).
- speaks with people in leadership roles (e.g., school administrator, legislator) when wanting to make changes that will affect many people.
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Not very often
Often
Very often/Always / Rarely/Not at all
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- accepts own limitations.
- is comfortable with own physical appearance
This child/youth…
- is not afraid to try tasks that appear difficult.
- expects to be successful at most things tried.
- seeks out situations in which personal abilities will be challenged.
- believes in own ability to carry out the steps necessary to reach personal goals.
- prefers to attempt solving problems on own before asking for help.
This child/youth…
- persists in efforts to get desired items or activities until they are obtained.
- after making mistakes, continues to work on tasks independently if encouraged by others.
- starts working toward personal goals without help or reminders.
- increases effort when a task becomes challenging.
- sets higher standards for self after achieving goal.
This child/youth…
- believes that his/her friendship is valued by others.
- feels valued and accepted by family.
- feels that own ideas and opinions are taken seriously.
- feels valued and accepted by peers.
- feels that others see his/her needs, wants, and opinions/ideas as important.
This child/youth…
- is generally happy.
- finds the good in a bad situation.
- finds enjoyment in the school day.
- focuses on positive past experiences.
- feels positive about own future.
SELF-AWARENESS
This child/youth…
- is aware of feelings in different situations (e.g., identifies when he/she is happy, sad, etc.).
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- identifies personal strengths.
- recognizes personal weaknesses.
- knows the reasons for his/her feelings (e.g., happy, sad).
- knows how well he/she is performing in school.
This child/youth…
- identifies which options match personal interests.
- understands the relationship between personal strengths and limitations, and resources and available options (e.g., “I would really like to go to the concert, but I don’t have $75”).
- recognizes that some options are more socially acceptable than others (e.g., raising your hand to get a teacher’s attention versus calling out).
- is aware that options are likely to change with the situation (e.g., outdoor activities are no longer available if it starts to rain).
- is aware of options that exist beyond those to which he/she has been previously exposed.
This child/youth…
- knows who to ask for help when someone who can help is present.
- knows how to access at least one school resource by self (e.g., library, social worker, counselor).
- knows the appropriate person to contact during an emergency (e.g., parents, teachers, call 911).
- knows what services community organizations offer (e.g., books and tapes can be borrowed at the library).
- is aware of opportunities through school to plan for the future (e.g., transition to middle or high school, preparing to graduate).
This child/youth…
- is aware of rules and behavioral expectations at school.
- knows when he/she has broken a rule.
- is aware of basic personal rights (e.g., right to be free from harm, right to feelings).
- understands the relationship between rights and responsibilities (e.g., one has the right to be treated with respect but has a responsibility to treat other with respect).
- knows how one goes about changing laws and rules (e.g., in school, community).
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SELF-DETERMINATION SKILLS, ATTITUDES, AND KNOWLEDGE SCALE
FAMILY/EDUCATOR EDITION
2nd Edition
University of Minnesota
Institute on Community Integration
Brian Abery, Ph.D., Kevin McGrew, Ph.D., John Smith, and Deanna Spanjers ©2003
Identifying Information:Date: ______
Child/Youth’s Name: ______
Name of Person Competing Scale: ______
Relationship to Child/Youth: ______
Directions: The purpose of the Self-Determination Skills, Attitudes, and Knowledge Scale is to help better understand those skills, attitudes, and areas of knowledge that children and youth use in the exercise of self-determination. Please use the four-point scale provided to indicate the degree to which the child/youth on whom you are completing the scale has displayed the skills, attitudes, and knowledge indicated. For each item, darken the circle under the number that best describes the child/youth over the past three months.
- Filling in a circle under Rarely/Not at all means the child or youth has demonstrated a particular skill rarely or not at all when the opportunity was available.
- Filling in a circle under Not very often means the child or youth has sometimes demonstrated the skill but not very often, or less than half the time when the opportunity was available.
- Filling in a circle under Often means the child or youth has demonstrated the skill often, or between one-half and three quarters of the time when the opportunity was available.
- Filling in a circle under Very often/Always means the child or youth has demonstrated the skill very often or always when the opportunity to use the skill was present. This response indicates the child or youth used the skill in almost every instance in which it was appropriate or with no more than 1-2 exceptions.
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