Purpose: Individuals with intellectual and developmental disabilities (IDDs) experience numerous barriers to developing self-determination skills (i.e., asserting preferences, making decisions, and setting goals). This tutorial delineates how support needs in language and executive functioning (EF) intersect with contextual opportunities to shape self-determination and identifies practice implications for speech-language pathologists (SLPs). Method: We conducted a narrative synthesis integrating evidence on the neurobiological features of IDDs (e.g., cortical and connectivity differences; working memory, inhibitory control, and cognitive flexibility profiles) with environmental influences on language access and autonomy (e.g., conversational input, communication partner practices). These findings are mapped to a developmental systems lens to derive evidence-aligned strategies for SLPs to utilize clinically. Results: Converging evidence indicates that neurobiological differences and restricted language environments can constrain phonological storage, vocabulary growth, syntax acquisition, and EF (working memory, self-regulation, flexibility), thereby limiting opportunities for autonomy and self-determination development. However, targeted interventions rich in language exposure, augmentative and alternative communication (AAC) with personally meaningful vocabulary, family-centered partner training, and scaffolded goal setting and planning are associated with improvements in communication, EF, and self-determination across developmental and communication stages. Conclusions: SLPs can enhance self-determination for individuals with IDDs by centering autonomy in intervention design, prioritizing robust language access (including AAC), and embedding EF supports within everyday routines. The tutorial provides practical guidance to translate research into practice, enabling clinicians and communication partners to create sustained opportunities for self-determination development for individuals with IDDs.
Steffen et al. (Wed,) studied this question.