Facilitators and Barriers in the Acquisition of Self-Determination in Children with Intellectual Disabilities Who Exhibit Behaviors That Challenge: A Qualitative Study

Purpose: Promoting self-determination in Persons with intellectual disabilities (ID) is essential to ensure access to their fundamental rights. This process could be challenged when there are limitations in social participation, as in the case of people who exhibit behaviors that challenge (BtC). This research sought to characterize factors that facilitate or hinder the acquisition of self-determination in a group of children with ID who exhibit BtC in the central zone of Chile.

Materials and Methods: Semi-structured interviews were conducted with 10 mothers of children with ID between 6 and 10 years. The data were analyzed using Thematic Analysis and Actor–Network Theory.

Results and Conclusions: The definitions provided by the interviewees revealed an inverse relationship between increased self-determination and the reduction in BtC. Self-determined actions are facilitated when children’s initiative are sustained from the initial intention to goal achievement; and disruptions in this process increase the likelihood of BtC. This process is facilitated by human and non-human actors, and they operate across different settings as Home, Schools, and Peers interactions. Continuity of this support across different contexts promotes the development of self-determined skills in different settings.