Challenge of Appropriate Challenging: Self-Determination Needs for Students with Autism

What is the importance of basic psychological needs, and are these needs being addressed within the autism population? Autism is a neurodevelopmental disorder characterized by persistent deficits in social communication and interaction, repetitive behaviors, and interests and activities. Often, these symptoms can impact an individual’s social and occupational functioning (American Psychiatric Association, 2013). Autism is growing globally; Zeidan et al. (2022) report that 1 in 100 children are affected by autism worldwide. This identification increase demonstrates a need for further research surrounding effective interventions and practices to support students with autism. One potential perspective includes examining the concept of self- determination. Self-determination is defined by Collins (n.d.) as the freedom to live as one chooses, or to act or decide without consulting others. An exploration of how self-determination relates to supporting students with autism is essential so that we continue to encourage growth and responsibility. Self-Determination Theory (SDT) holds that three internal psychological needs (autonomy, self-perceived competence, and relatedness) are necessary for ongoing psychological wellbeing and growth (Deci & Ryan, 2000). Autonomy refers to a feeling that activities and decisions are endorsed and aligned with the self. In contrast, competence refers to a sense that one has the necessary skills to achieve desired effects and outcomes. Finally, relatedness refers to a feeling that one is close and connected with others around them (Lombas & Esteban, 2018). SDT postulates that promoting need satisfaction in these three areas enhances psychological wellbeing, while factors that promote need frustration hinder psychological wellbeing (Lombas & Esteban, 2018).