Examining the Impact of the SDLMI and Whose Future Is It? Over a Two-Year Period With Students With Intellectual Disability

Abstract

The purpose of this study was to examine self-determination outcome data in the year following a one-year cluster randomized controlled trial (C-RCT) comparing the impacts of a Self-Determined Learning Model of Instruction (SDLMI) only condition to a SDLMI + Whose Future Is It? (SDLMI + WF) condition. Using multilevel B-spline model analysis with Bayesian estimation, we examined ongoing patterns of growth after the trial ended and all students were exposed to SDLMI + WF. The findings suggest that the inclusion of an additional year of outcome data provided additional insight into the impact of more intensive intervention conditions over time. Specifically, after the initial year of implementation, the SDLMI + WF condition predicted greater annual gains than the SDLMI only condition, unlike findings in the first year which reflected the opposite pattern. This evidence suggests a nonlinear growth pattern over multiple years of intervention with more intensive interventions. Implications for future research and practice are discussed.

Examining Types of Goals Set by Transition-Age Students With Intellectual Disability

“…The purpose of this study was to examine and describe the types of goals transition-age students with intellectual disability set as part of statewide implementation of the SDLMI. Researchers have previously documented increases in overall self-determination and goal attainment for participating students (Shogren, Burke, Anderson, et al, 2018; Shogren, Burke, Antosh, et al, 2018; Shogren, Hicks, et al, 2020). The focus of this study was to analyze the types of goals set by students as part of this process.…”

“…This analysis includes 1,546 goals set by transition-age students in RI with an educational classification of intellectual disability. It is part of a series of studies on the impact of the SDLMI for transition-age students with intellectual disability in RI (Burke et al, 2019; Shogren, Burke, Anderson, et al, 2018; Shogren, Burke, Antosh, et al, 2018; Shogren, Burke, et al, 2020; Shogren, Hicks, et al, 2020). Researchers previously examined levels of goal attainment, but this is the first analysis of goal content.…”

“…Trained special education teachers implemented the SDLMI with support from content experts (e.g., coaching, ongoing implementation material distribution; see Shogren, Burke, Antosh, et al, 2018; Shogren, Burke, et al, 2020; Shogren, Hicks, et al, 2020). The target was for teachers to support students to set two to three individualized learning goals related to transition and employment outcomes each year using the SDLMI.…”

“…One component of change efforts was promoting student self-determination through the SDLMI by providing teachers with standardized training and ongoing supports for implementation. Evidence from 3 years of implementation has shown the positive impact of the SDLMI on self-determination and goal attainment for students with intellectual disability (Shogren, Burke, Anderson, et al, 2018; Shogren, Burke, Antosh, et al, 2018; Shogren, Hicks, et al, 2020).…”

“…Given the significance of goal setting to the SDLMI, better understanding of the content of goals set by students using the SDLMI could advance training and implementation supports for facilitators. Content experts have begun to develop materials to support teachers and other facilitators with implementing the SDLMI across contexts, such as with students with complex communication needs (Shogren et al, 2019b) and during the transition planning process (Shogren et al, 2019a). Content experts can enhance such materials and related trainings with knowledge of the types of goals transition-age students with disabilities choose to set using the SDLMI.…”