Disability Education and Employment
Peer reviewed
Abstract
Abstract
Self-determination is linked to in-school academic achievement and positive postschool outcomes of students with disabilities. Self-determination can enhance one's ability to establish and maintain connections with other individuals and their environments, ultimately enhancing their sense of belonging in their lives. Such efforts can elevate an individual's overall quality of life. However, self-determination is a complex and nuanced construct, where practitioners should make intentional decisions on what to include in a treatment to increase the self-determined behaviors of their learner. Yet, this complexity can lead to challenges when determining what should be included when working on these skills. A component analysis single case experimental design can help practitioners identify components to include in these interventions. Therefore, the purpose of this review was to provide a systematic and comprehensive review of the literature on component analysis methodology, outcomes, and study characteristics pertaining to self-determination. Across the 21 studies identified within 18 articles, 177 participants were reported to have participated in interventions that implemented a component analysis experimental method exploring interventions focusing on self-determination. Outcomes from studies using a component analysis around self-determination are discussed, including the identification of critical components versus the need for the full treatment package. Implications for future research are also discussed.
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@article{Riden2026Identifying,
title = {Identifying Active Ingredients of Self-Determination Interventions: An Exploration of Component Analysis Research},
author = {Benjamin S. Riden and Andrew M. Markelz and Joshua M. Pulos and Salvador Ruíz},
journal = {Belonging.},
year = {2026},
doi = {10.1177/30290805261458452},
url = {https://doi.org/10.1177/30290805261458452}
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