The study examined the cognitive structures of psychological needs in 10 adolescents with autism using the AIR-S and BMPN-R scales. While the autonomy subscales were expected to correlate with each other based on theoretical constructs, they instead correlated significantly with the competence subscales. This suggests students may rely more on feedback from others rather than their own perceptions about working on goals. The small sample size was a limitation.

1. The University of Houston is an EEO/AA institution.
The Structure of Psychological Needs in Adolescents with Autism
Sarah C. Turner, MEd, and Susan X Day, PhD
Introduction
DSM-5 indicates ASD prevalence as approaching 1 %
of the U.S. population (2013). CDC’s ADDM Network
estimates 1 in 68 children (1.5 %) have been identified
with autism spectrum disorder (ASD)(2013).
DSM-5 criteria for autism note deficits in reciprocal
and social communication. Psychological needs are
thought to be universal. The outward expression of
these needs may differ in individuals with autism.
Purpose: to examine the cognitive structures of
psychological needs and the theoretical associations
of self-determination and psychological needs for
adolescents with autism.
Self-Determination in Adolescents with Autism
Basic Psychological Needs in Self-Determination Theory (Deci and Ryan)
 Autonomy: need to experience volition and ownership of choices
 Relatedness: need to experience social and emotional connectedness
 Competence: need to experience effectiveness with the environment
Self-Determined Learning Theory (Wehmeyer, Wolman, and Mithaug)
 Opportunity: situations in which students apply their knowledge and abilities
 Capacity: knowledge, abilities, and perceptions to become self-determined
Goal Setting (American Institutes for Research)
 Goal: something you want to get or achieve
 Plan: the way you decide to meet your goal or steps you need to take in order to
get what you want or need
Setting: The Monarch School
The Monarch School is a research-based, educational,
and therapeutic center for students with neurological
differences that emphasizes and provides framework
for the relationship development, academic
competence, self-awareness/self-regulation, and
executive functioning.
Instruments
AIR-S: American Institutes for Research Self-
Determination Scale was developed by Wolman, et al.
(1994). Three open-ended questions and 24 items
with 5-pt rating scale. Normed with school-age chil-
dren in mainstream and special education (n = 450).
BMPN-R: Balanced Measure of Psychological Needs–
Revised for Young Test Takers from the framework of
Sheldon and Gunz’s Balanced Measure of
Psychological Needs (BMPN, 2009). 18 items with 5-
pt rating scale. Normed with undergraduate students.
Current study tested 10 adolescents with autism.
Hypotheses
AIR-S and BMPN-R will reflect similar structures based
on correlations of logically similar item subscales.
Results
Sample Results Discussion
 The Autonomy subscales were significantly correlated with the Competence subscales, not with the predicted
subscales that were based on the same theoretical constructs. The Relatedness subscales yielded non-
significant correlations.
 Students may respond more readily to feedback from others, not their own insight and perceptions, about
how they are working on their goals at school.
 After completing the interview, students were eager to participate in future research projects.
 The small sample size was the primary limitation in our study.
DEPARTMENT OF PSYCHOLOGICAL, HEALTH , AND LEARNING SCIENCES
Correlation Matrix for All AIR-S and BMPN-R Scales
BMPN-R
Relatedness
BMPN-R
Competence
BMPN-R
Autonomy
AIR-S
Relatedness
AIR-S
Competence
AIR-S
Autonomy
BMPN-R Relatedness .38 (.284) .39 (.272) .34 (.337) .52 (.121) -.51 (.889)
BMPN-R Competence .47 (.171) -.18 (.621) .19 (.593) .72 (.018)*
BMPN-R Autonomy .21 (.557) .82 (.004)** .46 (177)
AIR-S Relatedness .53 (.116) .08 (.826)
AIR-S Competence .32 (.373)
AIR-S Autonomy
Note. * p < .05. ** p < .01.
Autonomy Items Correlations Competence Items
Autonomy BMPN-R 3. I feel like my choices at school express
who I really am.
.84 (.002)**
Competence AIR-S 15. At school, I have learned how to make plans to
meet my goals and to feel good about them.
Autonomy BMPN-R 4. I pretty much doing what other people
tell me to do at school.
.67 (.033)*
Competence AIR-S 5. I check how I’m doing when I’m working on my
plan. If I need to, I ask others what they think of how I’m doing.
Autonomy AIR-S 3. I figure out how to meet my goals. I make
plans and decide what I should do.
.71 (.020)*
Competence BMPN-R 2. I am successfully completing difficult tasks and
projects at school.
Autonomy AIR-S 12. I am willing to try another way if it helps
me to meet my goals.
.81 (.005)**
Competence BMPN-R 2. I am successfully completing difficult tasks and
projects at school.