Supervisory and administrative staff's perspectives of self-directed supports for people with intellectual and developmental disabilities
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Updated: Oct 15, 2025

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
Published on: June 6, 2020
Kyung Mee Kim1, Nichole Meyer2, Jennifer Hall-Lande3
1Department of Social Welfare, Soongsil University, Seoul, Republic of Korea.
Background:
Self-directed supports (SDS) are a model of disability service delivery that focuses on supporting increased decision-making authority and budget autonomy for people with disabilities and their families. This study identifies supervisory and administrative staff's perspectives within a self-directed, individualised budgeting programme for people with intellectual and developmental disabilities.
Method:
Data were collected through 28 face-to-face interviews with supervisory and fiscal administrative staff in Minnesota, USA.
Results:
A qualitative analysis of these interviews resulted in four major themes: (1) the benefits of SDS, (2) the relationship between SDS and person-centred strategies, (3) the perception that a natural tension arises when balancing person-centred approaches with the need for consistent and fair state policy-including rules and regulations within state systems and (4) the unique challenges related to SDS benefits and challenges occurring across Minnesota.
Conclusions:
The results indicate the importance of providing effective communication and training to all stakeholders.
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