ABSTRACT
Promoting self-determination during the transition from school to community is important for young people with autism. This chapter describes the history of the self-determination construct and its role in promoting student involvement in transition planning as required by the Individuals with Disabilities Education Act. Causal Agency Theory is introduced as a framework for understanding the development of self-determination and developing assessment and intervention approaches. Strategies that can be used to support young people with autism to understand and grow in their self-determination abilities, including the Self-Determination Inventory and the Self-Determination Learning Model of Instruction are highlighted.
