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.

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.

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

Home-schooling Learning Model in Order to Achieve Success- What's Different with Learning from Home? (Case Study on Students in The Pewaris Bangsa Home-schooling Community, Bandung)

2021 ◽  
Vol 7 ◽  
pp. 00016
Author(s):  
Sanny Darman ◽  
Iip Saripah ◽  
Sardin Sardin
Keyword(s):  
Home Schooling ◽  
Learning Model ◽  
Self Directed Learning ◽  
School Students ◽  
Self Regulated Learning ◽  
School Programs ◽  
Directed Learning ◽  
Role Of Parents

During the pandemic when people are pessimistic about learning to be done from home, the term home-schooling is in the spotlight. Many families actually choose home-schooling long before this condition occurs because they believe this learning model can bring success to their children. Is home-schooling the same as “learning from home”? Why homeschool students can succeed? By conducting case studies in the Pewaris Bangsa Home-schooling Community, through various series of interviews and observations of students, parents as well as community managers and collecting documentation, this research was conducted. The learning model of home-schooling students in the Pewaris Bangsa Home-schooling Community is different from learning from home carried out by formal schools during the pandemic as parents are entrusted with managing their children's learning, self-regulated learning and self-directed learning are more likely to occur than school students and the learning model that is carried out leads to the needs of students, not just teachers or school programs.  The success of students occurs because they have more motivation and the ability to self-regulate which is fostered by the role of parents and the environment.

scholarly journals Promoting Causal Agency: The Self-Determined Learning Model of Instruction

2000 ◽  
Vol 66 (4) ◽  
pp. 439-453 ◽  
Author(s):  
Michael L. Wehmeyer ◽  
Susan B. Palmer ◽  
Martin Agran ◽  
Dennis E. Mithaug ◽  
James E. Martin
Keyword(s):  
Students With Disabilities ◽  
Field Test ◽  
Learning Model ◽  
The Self ◽  
Self Determination ◽  
Problem Solvers

Teachers seeking to promote the self-determination of their students must enable them to become self-regulated problem-solvers. This article introduces a model of teaching, The Self-Determined Learning Model of Instruction, incorporating principles of self-determination, which enables teachers to teach students to become causal agents in their own lives. This model was field-tested with students with disabilities. Students receiving instruction from teachers using the model attained educationally relevant goals, showed enhanced self-determination, and communicated their satisfaction with the process. Teachers implementing the model likewise indicated their satisfaction with the process and suggested that they would continue to use the model after the completion of the field test.

Describing Self-Directed Learning in Primary Students

2018 ◽  
pp. 1-32
Keyword(s):  
Young Children ◽  
Primary School ◽  
The Self ◽  
Primary Students ◽  
Self Directed Learning ◽  
School Students ◽  
Self Regulated Learning ◽  
Directed Learning

There have been calls for research into Self-Directed Learning (SDL) for students in schools. This book responds to this call. Chapter 1 describes SDL as being informed by constructivist and cognitivist theories of learning, both of which emphasize the central role of the self in learning. In order to clarify the concept of SDL, it is distinguished from similar descriptions of Self-Regulated Learning (SRL) through its focus on internal and external influences. Finally, the chapter reports on research that describes adult SDL, SDL as it relates to very young children, and gifted elementary (primary) school students.

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.

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.

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