Self-Determination Skills of Students with Autism in Postsecondary Settings


    Jacqueline Lubin




How to Cite

Lubin, J. (2024). Self-Determination Skills of Students with Autism in Postsecondary Settings. International Journal of Special Education, 39(1), 88–98.


Using Chao's (2016) Self-Determination Scale for College Students, the study examined the views of college students with autism on their level of self-determination skills. The data from 56 respondents were analyzed using descriptive statistics, z-scores, and multivariate analysis of variance (MANOVA). Findings showed that on average, respondents reported mid-level self-determination with the majority stating average levels and one-fifth stating below-to- significantly below-average skills. Based on sex/gender, race/ethnicity, college level, disclosure status, and disability, results showed varying levels within individual subscales of self-determination skills. Hispanics/Latinos had the lowest levels of self-determination skills than all other ethnic/racial groups, with below-average levels of Self-Realization, Self-Regulation, and Psychological Empowerment. First-and second-year (sophomores) students reported higher levels of self-determination skills than those in more advanced stages of their college life. Participants who self-disclosed reported significantly higher levels of Self-Realization skills than those who had not. Recommendations and implications for practice and research are discussed.


Autism Spectrum Disorder, Self-determination Skills, College Students, Postsecondary Education, Higher Education


Volume 39, Number: 1, Year 2024 of International Journal of Special Education