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.

Comparing the Impact of Online and Paper-and-Pencil Administration of the Self-Determination Inventory: Student Report

2019 ◽  
Vol 35 (3) ◽  
pp. 133-144
Author(s):  
Sheida K. Raley ◽  
Karrie A. Shogren ◽  
Graham G. Rifenbark ◽  
Mark H. Anderson ◽  
Leslie A. Shaw
Keyword(s):  
The Self ◽  
Self Determination ◽  
Future Research ◽  
Research And Practice ◽  
Assessment Development ◽  
Disability Status ◽  
Computer Based ◽  
Paper And Pencil ◽  
The Impact ◽  
Racial Ethnic

The Self-Determination Inventory: Student Report (SDI: SR) was developed to measure the self-determination of adolescents and was recently validated for students aged 13–22 with and without disabilities across diverse racial/ethnic backgrounds. The SDI: SR is aligned Causal Agency Theory and its theoretical conceptualizations of self-determined action. The validation of the SDI: SR was undertaken in two forms: online, computer-based and paper-and-pencil. The present study examined overall self-determination scores of student participants (with and without disabilities) who took the SDI: SR via the online and paper-and-pencil format to inform future research and practice using the SDI: SR. Findings suggest that the same set of items can be utilized across administration formats, but that there appear to be differences in overall SDI: SR scores when online and paper-and-pencil formats are utilized although these differences are not influenced by disability status. Implications for future research and practice are discussed to provide direction to the field related to assessment development and use of the SDI: SR in educational contexts.

Exploring the Effect of Disability, Race-Ethnicity, and Socioeconomic Status on Scores on the Self-Determination Inventory: Student Report

2018 ◽  
Vol 85 (1) ◽  
pp. 10-27 ◽  
Author(s):  
Karrie A. Shogren ◽  
Leslie A. Shaw ◽  
Sheida K. Raley ◽  
Michael L. Wehmeyer
Keyword(s):  
Socioeconomic Status ◽  
Best Practices ◽  
Interactive Effect ◽  
Autism Spectrum ◽  
The Self ◽  
Self Determination ◽  
Future Research ◽  
Assessment Development ◽  
Race Ethnicity ◽  
The Impact

The Self-Determination Inventory: Student Report (SDI:SR) was developed to address a need in the field for tools to assess self-determination that are aligned with current best practices in assessment development and administration, and emerging research and best practices in promoting self-determination. The present study explored patterns of differences in self-determination scores across students with and without disabilities (i.e., no disability, learning disabilities, intellectual disability, autism spectrum disorder, and other health impairments) of varying racial-ethnic backgrounds (i.e., White, African American or Black, Hispanic or Latino[a], and Other) as well as the impact of receiving free and reduced price lunch (as a proxy for socioeconomic status) on self-determination scores in these groups. Findings suggest an interactive effect of disability, race-ethnicity, and free and reduced price lunch status on self-determination scores. Implications for future research and practice are discussed.

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

Examining the Impact of Professional Development on the Self-Determined Learning Model of Instruction for General and Special Educators

Inclusion ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 118-133
Author(s):  
Erin K. Bojanek ◽  
Sheida K. Raley ◽  
Karrie A. Shogren ◽  
Kathleen Lynne Lane
Keyword(s):  
Professional Development ◽  
Special Education Teachers ◽  
Special Educators ◽  
Learning Model ◽  
Perceived Usefulness ◽  
The Self ◽  
Self Determination ◽  
Knowledge And Skills ◽  
Professional Development Training ◽  
The Impact

Abstract There is limited research examining professional development for general and special education teachers implementing self-determination interventions. This study presents outcomes of a 2-day professional development training for the Self-Determined Learning Model of Instruction (SDLMI) for general and special educators guided by key elements of professional development. Results suggested teachers had positive perceptions of the training and showed improvements in knowledge and skills related to self-determination, but reported no change in perceived usefulness for students. Findings suggested teachers already perceived self-determination to be important and relevant to their students and that this professional development training was successful in improving teachers' knowledge and skills. Further research is needed to examine how this training impacts teacher implementation of the SDLMI and student outcomes.

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.

scholarly journals The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination

2012 ◽  
Vol 78 (2) ◽  
pp. 135-153 ◽  
Author(s):  
Michael L. Wehmeyer ◽  
Karrie A. Shogren ◽  
Susan B. Palmer ◽  
Kendra L. Williams-Diehm ◽  
Todd D. Little ◽  
...  
Keyword(s):  
Learning Model ◽  
The Self ◽  
Self Determination ◽  
The Impact

The Self-Determined Learning Model of Instruction and Students With Extensive Support Needs in Inclusive Settings

2020 ◽  
Vol 58 (1) ◽  
pp. 82-90 ◽  
Author(s):  
Sheida K. Raley ◽  
Kathryn M. Burke ◽  
Mayumi Hagiwara ◽  
Karrie A. Shogren ◽  
Michael L. Wehmeyer ◽  
...  
Keyword(s):  
Learning Model ◽  
The Self ◽  
Self Determination ◽  
Support Needs ◽  
Self Awareness ◽  
Self Advocacy ◽  
Cultural Sustainability ◽  
Inclusive Settings ◽  
Decision Making Problem ◽  
The Impact

Abstract There is a strong link between the development of skills associated with self-determination (i.e., choice-making, decision-making, problem solving, goal setting and attainment, planning, self-management, self-advocacy, self-awareness, and self-knowledge) and positive school (e.g., academic achievement) and postschool (e.g., employment, community access) outcomes. In this article, we advocate for an examination of research related to the impact, usability, and cultural sustainability of an evidence-based intervention intended to enable students to enhance skills associated with self-determination, the Self-Determined Learning Model of Instruction (SDLMI), when used to support students with extensive support needs, including students with intellectual and developmental disability (IDD). Theoretical foundations of the construct of self-determination and its applicability for all people and extant research on implementation of the SDLMI and students with extensive support needs are presented. Implications for researchers are addressed, including the impact, usability, and cultural sustainability of the SDLMI for students with extensive support needs, and the potential of the SDLMI to support all students in inclusive settings when implemented as a universal support.

Friends who game together, stay together: A Self-Determination Theory approach to the impact of social video gaming on social well-being

2021 ◽  
Author(s):  
Yemaya Halbrook ◽  
Aisling Therese O'Donnell ◽  
Rachel M. Msetfi
Keyword(s):  
Video Games ◽  
Well Being ◽  
Self Determination Theory ◽  
The Self ◽  
Self Determination ◽  
Future Research ◽  
Video Gaming ◽  
Theory Approach ◽  
The Impact ◽  
The Relationship

As social video games are increasing in popularity, it is important to understand how this can impact an individual’s social well-being, particularly during the COVID-19 crisis. We focus here on how the relationship one has with those they play video games with relates to social well-being. We further applied the self-determination theory to determine what role, if any, autonomy, competence, and relatedness play in this relationship. Results indicate that playing with ‘known others’ predicts the highest levels of social well-being when compared to playing with online acquaintances. Further, autonomy, competence, and relatedness all predict high levels of social well-being and mediate the relation between a player’s relationship to other players and social well-being. This suggests that social video gaming is beneficially linked to social well-being, but only when played with others with whom the gamer has a known relationship. Implications and future research are also discussed.

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