The principle of self-determination has been recognized as a basic human need and a guiding principle for supporting autistic people. Self-determination empowers individuals to make choices, set life goals, and take action in ways they feel pleased with, in line with their own interests, values, and personal preferences. Thus, the concept is critical for autistic individuals, as its principles align with key human learning motivators, underscoring its role in planning and implementing practices.
Researchers underscore that there are three primary motivators for human learning and behavior: autonomy, competence, and relatedness. According to Cumming et al. (2020), autonomy is the need for personal actions and decisions to be in one’s control; competence is the desire to feel effective and capable in interactions with the environment. Relatedness, on the other hand, refers to the need to experience connectedness and support from others (Olive et al., 2011).
According to Ryan and Deci (2022), satisfying these three psychological needs tends to promote self-motivation, engagement, and self-determined learning and development. Relatedness is important for autistic people, who have difficulties in social interaction and may need adapted support to feel autonomous, competent, and connected (Ryan & Deci, 2022). By following and respecting the principles of self-determination, the practitioner empowers an autistic learner to learn and develop, thereby fostering well-being and self-determination.
Self-determination theory can be substantially incorporated into practices and support planning for autistics. According to MorĂĄn et al. (2020), this is seen as empowering autistics to make choices, set their personalized goals, and participate widely in their support, thereby enhancing their intrinsic motivation, self-advocacy, and well-being. This principle resonates strongly with the ethos of neurodiversity advocacy, which recognizes the distinctive strengths and viewpoints of people with autism (Leadbitter et al., 2021). They would be engaged, self-directed, and interested in achieving their goals when, as autistic individuals, they are enabled to self-direct their learning and development (Goldfarb et al., 2021). As such, more meaningful and sustainable human development outcomes can be achieved, thereby enhancing the quality of life and empowering people.
Moreover, the involvement of family and caregivers makes the designed interventions more relevant and well-worked. Working in partnership with the family and the autistic person, the practitioner can devise strategies that align with the autistic person’s preferences, values, and support needs. Additionally, it builds a cycle of confidence and independence (Ryan & Deci, 2022). Ultimately, this ensures more meaningful and sustainable outcomes, delivered in a way appropriate to the individual’s circumstances and priorities, and, of course, to the family’s priorities.
Empowering autistics toward self-determination remains the basis for effective practice and support. In this light, the application and understanding of the principles of self-determination theory enables practitioners to support these individuals collaboratively. As such, they have a say in their own learning and development and shape self-chosen life directions, thereby fostering competence, autonomy, and a sense of relatedness within a community.
References
Cumming, T. M., StrnadovĂĄ, I., Danker, J., & Basckin, C. (2020). “I was taught that my being was inherently wrong“: Is applied behavioural analysis a socially valid practice? International Journal of Arts Humanities and Social Sciences Studies, 5(12), 72-80.
Goldfarb, Y., Golan, O., & Gal, E. (2021). A self-determination theory approach to work motivation of autistic adults: A qualitative exploratory study. Journal of Autism and Developmental Disorders, 53(4), 1529â1542.
Leadbitter, K., Buckle, K. L., Ellis, C., & Dekker, M. (2021). Autistic self-advocacy and the neurodiversity movement: Implications for autism early intervention research and practice. Frontiers in Psychology, 12.
MorĂĄn, L., Hagiwara, M., Raley, S. K., Alsaeed, A. H., Shogren, K. A., Qian, X., GĂłmez, L. E., & Alcedo, M. Ă. (2020). Self-determination of students with autism spectrum disorder: A systematic review. Journal of Developmental and Physical Disabilities, 33(6), 887â908.
Olive, M., Boutot, E. A., & Tarbox, J. (2011). Teaching students with autism using the principles of applied behavior analysis. Autism Spectrum Disorders: Foundations, Characteristics and Effective Strategies, 141-162.