scholarly journals Impact of the Self-Determined Learning Model of Instruction on Self-Determination and Goal Attainment in Adolescents With Intellectual Disability

2018 ◽  
Vol 30 (1) ◽  
pp. 22-34 ◽  
Author(s):  
Karrie A. Shogren ◽  
Kathryn M. Burke ◽  
Anthony Antosh ◽  
Michael L. Wehmeyer ◽  
Terri LaPlante ◽  
...  
Keyword(s):  
Intellectual Disability ◽  
Goal Attainment ◽  
State Level ◽  
Learning Model ◽  
Teacher Ratings ◽  
The Self ◽  
Self Determination ◽  
Future Research ◽  
First Year ◽  
Knowledge And Beliefs

The Self-Determined Learning Model of Instruction (SDLMI) is an evidence-based practice designed to enable teachers to teach students to self-regulate problem solving to set and attain educationally relevant goals. This study reports on findings and outcomes of the first year of a statewide implementation of the SDLMI by teachers working with students with intellectual disability to promote skills, knowledge, and beliefs that will lead to opportunities for meaningful, integrated employment. Data are reported on teacher fidelity of implementation of the SDLMI, student and teacher ratings of self-determination, student ratings of transition empowerment, and teacher ratings of student goal attainment. Data from the first year of the longitudinal implementation suggest that teachers can implement the SDLMI with fidelity, that students attain educationally relevant goals, and that teachers report changes in aspects of student self-determination, and that the SDLMI can be implemented statewide with school-, district-, and state-level supports. Recommendations for future research and policy-related implications for scaling-up efforts to promote self-determination are provided.

Enhancing Secondary Students’ Goal Attainment and Self-Determination in General Education Mathematics Classes Using the Self-Determined Learning Model of Instruction

2020 ◽  
Vol 4 (2) ◽  
pp. 155-167 ◽  
Author(s):  
Sheida K. Raley ◽  
Karrie A. Shogren ◽  
Graham G. Rifenbark ◽  
Kelli Thomas ◽  
Annette F. McDonald ◽  
...  
Keyword(s):  
General Education ◽  
Secondary Students ◽  
Goal Attainment ◽  
Learning Model ◽  
The Self ◽  
Self Determination

The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination in Inclusive, Secondary Classrooms

2021 ◽  
pp. 074193252098484
Author(s):  
Sheida K. Raley ◽  
Karrie A. Shogren ◽  
Graham G. Rifenbark ◽  
Kathleen Lynne Lane ◽  
Jesse R. Pace
Keyword(s):  
Learning Model ◽  
The Self ◽  
Self Determination ◽  
Self Report ◽  
First Year ◽  
Secondary Classrooms ◽  
Core Content ◽  
Disability Status ◽  
Small Change ◽  
The Impact

Previous research reported differences in student self-determination based on disability status. Specifically, students without disabilities consistently self-report higher self-determination compared with their peers with disabilities, suggesting differential opportunities and supports for self-determination exist within school contexts. To further examine potential differences in student self-determination, the present study examined the impact of an evidence-based practice designed to promote student self-determination, the Self-Determined Learning Model of Instruction (SDLMI), on student self-determination outcomes when implemented in inclusive, secondary core content classrooms as a universal (i.e., Tier 1) support across an academic year. Findings suggested a relatively small change in overall self-determination during the first year of a multiyear study, but consistent patterns across students with and without disabilities. Implications for research and practice are discussed.

Promoting Academic and Nonacademic Behaviors in Students With EBD Using the Self-Determined Learning Model of Instruction: A Mathematics Example

2019 ◽  
Vol 29 (3) ◽  
pp. 162-173
Author(s):  
Joshua M. Pulos ◽  
Corey Peltier ◽  
Kendra L. Williams-Diehm ◽  
James E. Martin
Keyword(s):  
Goal Attainment ◽  
Emotional And Behavioral Disorders ◽  
Learning Model ◽  
The Self ◽  
Self Determination ◽  
Self Directed Learning ◽  
Self Regulated Learning ◽  
Directed Learning ◽  
Problem Solvers ◽  
Students With Ebd

Teaching self-determination to students with emotional and behavioral disorders (EBD) may empower them to become self-regulated problem solvers. This article, using the Self-Determined Learning Model of Instruction (SDLMI), outlines a framework for teachers to facilitate mathematics instruction and goal attainment relative to in-school and postschool outcomes. The SDLMI’s three phases enable teachers to promote self-directed learning in their students with EBD. These increased opportunities of self-regulated learning can improve students’ in-school and postschool success.

Whole-Class Implementation of the Self-Determined Learning Model of Instruction in Inclusive High School Mathematics Classes

Inclusion ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 164-174 ◽  
Author(s):  
Sheida K. Raley ◽  
Karrie A. Shogren ◽  
Annette McDonald
Keyword(s):  
High School ◽  
General Education ◽  
Self Regulation ◽  
Learning Model ◽  
The Self ◽  
Self Determination ◽  
Content Standards ◽  
Future Research ◽  
High School Mathematics ◽  
The Impact

Abstract Skills associated with self-determination (e.g., self-regulation, problem solving, goal-setting, planning) are infused throughout all secondary content standards, including career and college readiness standards for which all students are responsible. Given research demonstrating the link between self-determination and positive school and post-school outcomes, there is a need to examine the implementation and outcomes of instruction related to self-determination in inclusive general education classrooms. This article reports findings of a one-group, pretest-posttest design examining the impact of the Self-Determined Learning Model of Instruction (SDLMI), a model of instruction designed to be implemented by teachers to support students to learn skills associated with self-determination, on goal achievement of adolescents with and without disabilities in inclusive high school Algebra classrooms. Findings suggest that participants with and without disabilities attained educationally-relevant goals related to math following intervention. Directions for future research and practice are discussed.

Student and Teacher Perceptions of Goal Attainment During Intervention With the Self-Determined Learning Model of Instruction

2020 ◽  
pp. 002246692095026
Author(s):  
Karrie A. Shogren ◽  
Tyler A. Hicks ◽  
Sheida K. Raley ◽  
Jesse R. Pace ◽  
Graham G. Rifenbark ◽  
...  
Keyword(s):  
General Education ◽  
Teacher Perceptions ◽  
Goal Attainment ◽  
Learning Model ◽  
The Self ◽  
Online Resources ◽  
Future Research ◽  
Interpretation Criteria ◽  
Disability Status ◽  
The Impact

A major instructional focus of interventions designed to promote self-determination, such as the Self-Determined Learning Model of Instruction (SDLMI), is to engage students in learning to set their goals, identify action plans, and evaluate their performances. However, little is known about how students define their goal attainment outcomes, or the degree to which students and teachers agree the attainment of goal set using the SDLMI in inclusive general education classes. This study examined the relation between student and teacher ratings of goal attainment during the first semester of a longitudinal, cluster randomized controlled trial of the SDLMI, as well as the impact of student disability status and teacher supports for implementing the SDLMI (i.e., online resources vs. online resources + in-person coaching) on goal attainment. Findings suggested the feasibility of engaging students with and without disabilities in rating their goal attainment process during SDLMI in secondary schools, with kappa analysis indicating that, when credit is given for at least partial agreement between students and teachers, there is a fair amount of interrater agreement using conventional interpretation criteria. Importantly, however, conclusions drawn about the impact of student (i.e., disability status) and teacher factors (i.e., teacher implementation supports) on goal attainment outcomes are impacted by whether student or teaching ratings of goal attainment are utilized as the outcome measure. Implications for future research and practice are described.

scholarly journals Effect of Intervention With the Self-Determined Learning Model of Instruction on Access and Goal Attainment

2011 ◽  
Vol 33 (5) ◽  
pp. 320-330 ◽  
Author(s):  
Karrie A. Shogren ◽  
Susan B. Palmer ◽  
Michael L. Wehmeyer ◽  
Kendra Williams-Diehm ◽  
Todd D. Little
Keyword(s):  
General Education ◽  
Goal Attainment ◽  
Transition Services ◽  
Learning Model ◽  
The Self ◽  
Self Determination ◽  
Education Curriculum ◽  
General Education Curriculum ◽  
Group Randomized Trial ◽  
The Impact

Promoting self-determination has been identified as best practice in special education and transition services and as a means to promote goal attainment and access to the general education curriculum for students with disabilities. There have been, however, limited evaluations of the effects of interventions to promote self-determination on outcomes related to access to the general education curriculum. This article reports findings from a cluster or group-randomized trial control group study examining the impact of intervention using the Self-Determined Learning Model of Instruction on students’ academic and transition goal attainment and on access to the general education curriculum for students with intellectual disability and learning disabilities. Findings support the efficacy of the model for both goal attainment and access to the general education curriculum, though students varied in the patterns of goal attainment as a function of type of disability.

Promoting the Involvement of Students with Emotional and Behavioral Disorders in Career and Vocational Planning and Decision-Making: The Self-Determined Career Development Model

2005 ◽  
Vol 30 (4) ◽  
pp. 431-447 ◽  
Author(s):  
Debra T. Benitez ◽  
Jennifer Lattimore ◽  
Michael L. Wehmeyer
Keyword(s):  
Decision Making ◽  
Goal Attainment ◽  
Emotional And Behavioral Disorders ◽  
Goal Achievement ◽  
The Self ◽  
Self Determination ◽  
Development Model ◽  
Potential Utility ◽  
Employment Goals ◽  
Vocational Planning

The authors examined the effectiveness of a support model to instruct five youth with EBD to self-direct the problem-solving processes and promote self-determination skills by enabling them to: (a) set employment/career related goals, (b) develop and implement a plan toward goal attainment; and (c) adjust and evaluate progress toward meeting their goals. Participants chose individualized employment goals and worked through the model as a support to planning, implementing, and attaining their goals. An AB design was used to evaluate goal achievement. The results revealed that all participants made progress toward each of their goals. Additionally, all participants reported that they achieved their target goals and were satisfied with the support that the model provided. Results support the potential utility of the model in promoting self-determination skills and increasing positive employment outcomes for youth with EBD.

A Social–Ecological Analysis of the Self-Determination Literature

2013 ◽  
Vol 51 (6) ◽  
pp. 496-511 ◽  
Author(s):  
Karrie A. Shogren
Keyword(s):  
Contextual Factors ◽  
People With Disabilities ◽  
Ecological Systems ◽  
The Self ◽  
Self Determination ◽  
Future Research ◽  
Ecological Analysis ◽  
Research And Practice ◽  
Social Ecological

Abstract This paper uses a social–ecological lens to examine self-determination research, attempting to organize what is known (and unknown) about contextual factors that have the potential to impact the development and expression of self-determined behavior in people with disabilities across multiple ecological systems. Identifying and categorizing the contextual factors that researchers suggest influence self-determination have the potential to allow for the development of a framework that promotes systematic consideration of contextual factors when designing, implementing, and evaluating supports to promote self-determination. Directions for future research and practice are discussed.

scholarly journals Initiation and Generalization of Self-Instructed Video Activity Schedules for Elementary Students With Intellectual Disability

2018 ◽  
Vol 53 (1) ◽  
pp. 51-62 ◽  
Author(s):  
Sally B. Shepley ◽  
Amy D. Spriggs ◽  
Mark D. Samudre ◽  
Emily C. Sartini
Keyword(s):  
Intellectual Disability ◽  
Elementary Students ◽  
Single Case ◽  
The Self ◽  
Future Research ◽  
Activity Schedules ◽  
Activity Schedule ◽  
Independent Variable ◽  
Self Instruction ◽  
Multiple Probe

This study evaluated the effects of progressive time delay (PTD) to teach four elementary students with intellectual disability on how to self-instruct using a video activity schedule. A single-case multiple probe across participants design with a multiple probe across environments design for each participant was used to assess the generalization of the self-instruction behavior to novel environments. All participants acquired the self-instruction behavior in their target environments. One participant generalized this behavior to a novel environment by the completion of the study, and the other three participants required introduction of the independent variable (PTD) to master acquisition in the two generalization environments. Implications for practitioners and suggestions for effective programming of generalization in future research are discussed.

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