Autism is a complex life-long developmental condition which is estimated to affect around 1% of the population (7.5 million people in Europe) (Elsabbagh et al., 2012). Despite increasing attention to autism research, which has led to improved diagnostic tools, interventions, and services for children, more focus is needed regarding the lives of autistic adults. A recent comprehensive study showed that the average quality of life for adults with autism is lower than that of the general population (Mason et al., 2018). There are no large-scale studies regarding employment rates across Europe, but estimates show that less than 10% of people with autism are employed, mostly in low-paid jobs or sheltered settings (Baranger, 2019).

The preparation of young people with autism for adult life should begin early in life, during their school years, in order to ensure the best possible outcomes. The concept of self-determination began gaining attention as an educational outcome in the mid-1990s, with leaders of the U.S. Department of Education considering it a “critical outcome for youth with disabilities” (Wehmeyer, 1996, p. 18), and Halloran (1993) even went as further as naming it “the ultimate goal of education”. In the present study, self-determination is understood as “choosing and enacting choices to control one’s life – to the maximum extent possible – based on knowing and valuing oneself, and in pursuit of one’s own needs, interests and values” (Campeau and Wolman, 1993, p. 2). 

The present study investigates the potential of using video as a tool for reflection to collaboratively develop an approach, embedded in existing practice, aimed at promoting the self-determination of students with autism in a specialist school setting in the UK. The need for this study was highlighted while the researcher was a practitioner in the school, and staff became aware of the value of adapting their teaching practice to prepare students for adult life.  Video recordings of staff and student interaction were used to identify strengths in teaching practice that were promoting students’ self-determination, which were used to develop the ten principles of the Enhancing Self-Determination Approach (ESDA).

The use of video in educational interventions has increased in recent decades, being based on principles social learning theory and observational theory regarding the ability to learn through the observation of others (Gibson, 2011). The approach was developed and guided by principles of Video Interaction Guidance (VIG), an evidence-based intervention based on positive reflection on interaction.

The study took an ecological perspective on self-determination, based on Bronfenbrenner’s (1979) bioecological model of human development, which recognises the importance of the relationship between behaviour and environment and the significance of research in context. The ESDA principles were analysed in light of Self-Determination Theory (SDT) (Ryan and Deci, 2002) and Causal Agency Theory (Shogren et al., 2015). SDT assumes that specific social-contextual factors can support or hinder effective functioning, which is described in relation to the basic psychological needs (competence, relatedness, and autonomy) which are necessary for growth and well-being (Ryan and Deci, 2002). Causal Agency Theory is a reconceptualization of a functional model of self-determination based on SDT. It regards self-determination as a ‘dispositional characteristic’, thus a tendency to act or think in a certain way which can change depending context.

The study aims to answer the following research questions:

-       what aspects of existing teaching practice promote students’ self-determination? How can they be used to further enhance it?

-       is video a useful methodological tool in highlighting the positive aspects of teaching practice that enhance students’ self-determination?

The study followed a mixed methods research design and an action research methodology, which was emerging, participatory, and structured in three phases, each meant to inform and develop the next. The data was collected in an all-age autism specialist school with different participant groups, as detailed below. Phase 1: This initial phase consisted of 12 semi-structured interviews with parents/carers and staff involved with the Post-16 site of the school, and two weeks of semi-structured observations. It served as a piloting phase for the questions used in Phase 2. The interview schedule was designed to gain an initial understanding of the following research questions: • Do participants understand the meaning of the term ‘self-determination’? • What is the importance given to promoting self-determination for young people with autism? • What is the importance given to the composing skills of self-determination for young people with autism? • What is participants’ opinion on the current Post-16 curriculum and teaching practice? Phase 2: This phase consisted of a whole-school survey, through questionnaires distributed online to all students, staff, and parents/carers across the school. Apart from expanding the answers to the previous research questions, this phase aimed gain a deeper understanding of the areas of the curriculum in most need of development according to the three participant groups. The area of independent living skills was considered both most important and in need of most development by all participant groups. Furthermore, this phase gained a deeper understanding into the implementation of the statutory guidance as stated in the 2015 Special Educational Needs and Disability Code of Practice: 0 to 25 years and the difficulties this brings in practice. Phase 3: This final phase represented the development of the approach through the partnership with four staff and four students in the Post-16 setting. Each member of staff was filmed twice during an activity related to independent living skills, in accordance with the data from Phase 2. Three clips of ‘better-than-usual’ moments were selected for each member of staff and staff and students were guided by the researcher to reflect on them during six meetings. After each meeting, all observations regarding the strengths of the teaching practice were transcribed and grouped into themes. The themes were grouped to generate the ten principles of the ESDA. These were discussed and amended during each meeting to generate the final ten principles, to describe teaching staff’s ethos regarding self-determination.

All participants involved in the study were in agreement that promoting students’ self-determination in the school setting is important for their outcomes when leaving school. Both staff and student groups found the development of the approach through the participatory action research, an empowering experience. There is a current scarcity in autism research regarding practitioners as researchers, and this study targeted the bridging of this gap. Furthermore, there is a need to involve young people with autism in research, especially those with learning difficulties, in order to ensure that it addresses their needs and desires. The students involved in this study demonstrated increased confidence in the process, development of self-confidence and ability to positively reflect on peer and staff practice, as well as leading to improved well-being and relationships. This study demonstrates that video is an effective tool for reflection in the development of an approach of teaching practice targeting students’ self-determination, and lead to increased confidence and self-esteem. The principles developed were fully grounded in existing practice, the video having been used as a tool to empower staff to recognise its strengths. Furthermore, students’ observations and reflections on staff practice supported and strengthened the approach by ensuring it meets their needs and desires. The present study brings valuable contributions to self-determination research through the collaborative partnership established between the researcher and the staff and students. It is innovative in developing the approach not only collaboratively, but also from existing practice and through the use of video, the researcher being guided by participants’ experiences and knowledge. Furthermore, the study contributes to the growing area of self-determination research in the European context and brings new insights to the development of Self-Determination Theory and Causal Agency Theory, through the analysis of the principles of ESDA which arose from existing practice.

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