Karrie A. Shogren, Ph.D., is Director of the Kansas University Center on Developmental Disabilities (a University Center for Excellence in Developmental Disabilities), Senior Scientist at the Schiefelbusch Life Span Institute, and Professor in the Department of Special Education all at the University of Kansas. Dr. Shogren’s research focuses on assessment and intervention in self-determination and supported decision making for people with disabilities. She has led multiple grant-funded projects, including assessment validation and efficacy trials of self-determination interventions in school and community contexts. Dr. Shogren has published more than 200 articles in peer-reviewed journals, is the author or co-author of 10 books, and is the lead author of the Self-Determination Inventory (www.self-determination.org), a recently validated assessment of self-determination. She has received grant funding from several sources, including the Institute of Education Sciences (IES) and National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR). Dr. Shogren is co-Editor of Remedial and Special Education. Sheida K. Raley, Ph.D., is an Assistant Research Professor at the Kansas University Center on Developmental Disabilities and Assistant Professor in the Department of Special Education. Dr. Raley’s research focuses on assessment and intervention related to self-determination for all students, including students with extensive support needs learning in inclusive contexts. The ultimate goal of her research is to understand how to enable all students, including students with and without disabilities, to build abilities and skills associated with self-determination. She has a particular interest in identifying instructional strategies and supports for general and special educators to use in inclusive classrooms. Dr. Raley earned her doctoral degree in Special Education from the University of Kansas and is a former public school teacher for elementary and middle school students with extensive support needs.

• Section I: Overview and Introduction.- Chapter 1. Positive Psychology and Disability: Creating a Context for Self-Determination.- Chapter 2. Theoretical Underpinnings and Approaches to Self-Determination.- Section II: Foundations of Casual Agency Theory.- Chapter 3. Casual Agency Theory: A Framework for Understanding Self-Determination.- Chapter 4. Casual Agency Theory: Defining the Essential Characteristics of Self-Determination.- Chapter 5. Casual Agency Theory: Autonomy Supportive Environments and Interventions.- Section III: Research on Casual Agency Theory and Its Application.- Chapter 6. Assessment of Self-Determination.- Chapter 7. Autonomy Supportive Environments.- Chapter 8. Autonomy Supportive Interventions.- Chapter 9. Individualizing Supports for Self-Determination.- Section IV: Implications of Casual Agency Theory for Promoting Self-Determination.- Chapter 10. Supporting Self-Determination During Childhood.- Chapter 11. Supporting Self-Determination During Adolescence.- Chapter 12. Supporting Self-Determination During Adulthood.- Section V: Conclusions and Future Directions in Research and Practice.- Chapter 13. Ongoing Research and Theory Development.- Chapter 14. Future Directions in Self-Determination, Casual Agency Theory, and Positive Psychology.

Karrie A. Shogren, Ph.D., is Director of the Kansas University Center on Developmental Disabilities (a University Center for Excellence in Developmental Disabilities), Senior Scientist at the Schiefelbusch Life Span Institute, and Professor in the Department of Special Education all at the University of Kansas. Dr. Shogren’s research focuses on assessment and intervention in self-determination and supported decision making for people with disabilities. She has led multiple grant-funded projects, including assessment validation and efficacy trials of self-determination interventions in school and community contexts. Dr. Shogren has published more than 200 articles in peer-reviewed journals, is the author or co-author of 10 books, and is the lead author of the Self-Determination Inventory (www.self-determination.org), a recently validated assessment of self-determination. She has received grant funding from several sources, including the Institute of Education Sciences (IES) and National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR). Dr. Shogren is co-Editor of Remedial and Special Education. Sheida K. Raley, Ph.D., is an Assistant Research Professor at the Kansas University Center on Developmental Disabilities and Assistant Professor in the Department of Special Education. Dr. Raley’s research focuses on assessment and intervention related to self-determination for all students, including students with extensive support needs learning in inclusive contexts. The ultimate goal of her research is to understand how to enable all students, including students with and without disabilities, to build abilities and skills associated with self-determination. She has a particular interest in identifying instructional strategies and supports for general and special educators to use in inclusive classrooms. Dr. Raley earned her doctoral degree in Special Education from the University of Kansas and is a former public school teacher for elementary and middle school students with extensive support needs.

• Section I: Overview and Introduction.- Chapter 1. Positive Psychology and Disability: Creating a Context for Self-Determination.- Chapter 2. Theoretical Underpinnings and Approaches to Self-Determination.- Section II: Foundations of Casual Agency Theory.- Chapter 3. Casual Agency Theory: A Framework for Understanding Self-Determination.- Chapter 4. Casual Agency Theory: Defining the Essential Characteristics of Self-Determination.- Chapter 5. Casual Agency Theory: Autonomy Supportive Environments and Interventions.- Section III: Research on Casual Agency Theory and Its Application.- Chapter 6. Assessment of Self-Determination.- Chapter 7. Autonomy Supportive Environments.- Chapter 8. Autonomy Supportive Interventions.- Chapter 9. Individualizing Supports for Self-Determination.- Section IV: Implications of Casual Agency Theory for Promoting Self-Determination.- Chapter 10. Supporting Self-Determination During Childhood.- Chapter 11. Supporting Self-Determination During Adolescence.- Chapter 12. Supporting Self-Determination During Adulthood.- Section V: Conclusions and Future Directions in Research and Practice.- Chapter 13. Ongoing Research and Theory Development.- Chapter 14. Future Directions in Self-Determination, Casual Agency Theory, and Positive Psychology.

Karrie A. Shogren, Ph.D., is Director of the Kansas University Center on Developmental Disabilities (a University Center for Excellence in Developmental Disabilities), Senior Scientist at the Schiefelbusch Life Span Institute, and Professor in the Department of Special Education all at the University of Kansas. Dr. Shogren’s research focuses on assessment and intervention in self-determination and supported decision making for people with disabilities. She has led multiple grant-funded projects, including assessment validation and efficacy trials of self-determination interventions in school and community contexts. Dr. Shogren has published more than 200 articles in peer-reviewed journals, is the author or co-author of 10 books, and is the lead author of the Self-Determination Inventory (www.self-determination.org), a recently validated assessment of self-determination. She has received grant funding from several sources, including the Institute of Education Sciences (IES) and National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR). Dr. Shogren is co-Editor of Remedial and Special Education. Sheida K. Raley, Ph.D., is an Assistant Research Professor at the Kansas University Center on Developmental Disabilities and Assistant Professor in the Department of Special Education. Dr. Raley’s research focuses on assessment and intervention related to self-determination for all students, including students with extensive support needs learning in inclusive contexts. The ultimate goal of her research is to understand how to enable all students, including students with and without disabilities, to build abilities and skills associated with self-determination. She has a particular interest in identifying instructional strategies and supports for general and special educators to use in inclusive classrooms. Dr. Raley earned her doctoral degree in Special Education from the University of Kansas and is a former public school teacher for elementary and middle school students with extensive support needs.

• Section I: Overview and Introduction.- Chapter 1. Positive Psychology and Disability: Creating a Context for Self-Determination.- Chapter 2. Theoretical Underpinnings and Approaches to Self-Determination.- Section II: Foundations of Casual Agency Theory.- Chapter 3. Casual Agency Theory: A Framework for Understanding Self-Determination.- Chapter 4. Casual Agency Theory: Defining the Essential Characteristics of Self-Determination.- Chapter 5. Casual Agency Theory: Autonomy Supportive Environments and Interventions.- Section III: Research on Casual Agency Theory and Its Application.- Chapter 6. Assessment of Self-Determination.- Chapter 7. Autonomy Supportive Environments.- Chapter 8. Autonomy Supportive Interventions.- Chapter 9. Individualizing Supports for Self-Determination.- Section IV: Implications of Casual Agency Theory for Promoting Self-Determination.- Chapter 10. Supporting Self-Determination During Childhood.- Chapter 11. Supporting Self-Determination During Adolescence.- Chapter 12. Supporting Self-Determination During Adulthood.- Section V: Conclusions and Future Directions in Research and Practice.- Chapter 13. Ongoing Research and Theory Development.- Chapter 14. Future Directions in Self-Determination, Casual Agency Theory, and Positive Psychology.