Supporting All Students to Be Self-Determined: Using the Self-Determined Learning Model of Instruction Within Multi-Tiered Systems of Supports

Raley, Sheida K.; Hagiwara, Mayumi; Burke, Kathryn; Kiblen, Jessie C.; Shogren, Karrie A.

doi:10.1177/27324745221132478

Cited by 4 publications

(2 citation statements)

References 27 publications

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“…Such work has the power to guide the development of future support for in‐service as well as preservice teachers, particularly to inform decision making about when teachers may need additional or more intensive support. Just as with educating students (Raley et al, in press), teachers can benefit from tiered supports that are individualized to their needs based on data collected about implementation (Kiblen, Shogren, Kurth, et al, 2023). Yet, there has not yet been a clear means to determine how to use data to define teachers' support needs for implementation.…”

Section: Implications For Ongoing Research and Practicementioning

confidence: 99%

Setting standards for SDLMI fidelity: Promoting Data‐driven decision making to advance Self‐determination instruction

Shogren,

Pace,

Hicks

et al. 2023

Psychology in the Schools

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This study used the standard setting to establish cutscores for the fidelity of implementation of an evidence‐based intervention, the Self‐Determined Learning Model of Instruction (SDLMI) designed to enhance goal‐directed actions in secondary students with and without disabilities. Cutscores were then applied to fidelity data from a large, randomized trial of the SDLMI with teacher implementers. Findings suggest teachers demonstrate a range of fidelity outcomes over time across three dimensions adherence, quality of delivery, and student responsiveness. Almost all teachers (93%) immediately meet cutscores for the adherence dimension after training, but smaller numbers meet cutscores for quality of delivery (64%) and student responsiveness (69%). However, the quality of delivery and student responsiveness showed growth over time with implementation experience and there was a small effect of intensifying implementation support.

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Section: Implications For Ongoing Research and Practicementioning

confidence: 99%

Setting standards for SDLMI fidelity: Promoting Data‐driven decision making to advance Self‐determination instruction

Shogren,

Pace,

Hicks

et al. 2023

Psychology in the Schools

Self Cite

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show abstract

“…To answer these questions, an RCT will enable a rigorous net-benefit regression analysis, which takes the extra step of determining whether the SDLMI is cost-effective and under what conditions and for whom. Future research should seek to include students from diverse racial/ ethnic backgrounds and with a broad range of support needs, with particular attention to how personnel time and resources may vary within multi-tiered systems of support (Raley et al, 2022). As the first rigorous cost analysis of the SDLMI, this study contributes to the knowledge base and estimates the total cost of implementing the SDLMI relative to BAU.…”

Section: Implications For Researchmentioning

confidence: 99%

Evaluation of Program Costs for Implementing a Self-Determination Intervention Using the Ingredients Method

Rifenbark

Hicks

Burke

et al. 2022

Career Development and Transition for Exceptional Individuals

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In this study, we estimated the cost of implementing the Self-Determined Learning Model of Instruction (SDLMI), an evidence-based practice in secondary transition, at scale in 17 school districts to enhance self-determination and transition goal attainment outcomes among 340 transition-age adolescents with intellectual disability. An advantage of the SDLMI is that it can be overlaid upon any curriculum and, therefore, can minimize opportunity costs for self-determination instruction. Using the ingredients method, the current study: (a) identified and described the essential ingredients of SDLMI implementation in typical high school settings, (b) assigned and described the cost of needed ingredients, and (c) calculated a generalizable estimate of the average cost of using the SDLMI with 340 students for one school year across 17 school districts to be $40,221.26 (or $118.30 per student). We next discussed how decision-makers considering using the SDLMI in their context can minimize costs while maximizing effects on transition goal attainment outcomes. Several implications of these findings for the field of transition are also discussed.

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The Impact of Teacher Supports for Implementing the Self-Determined Learning Model of Instruction on Student Outcomes in Inclusive General Education Classes

Shogren,

Hicks,

Raley

et al. 2024

Teacher Education and Special Education: The Journal of the Tea

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People with disabilities consistently advocate for their right to be self-determined. Decades of research highlight the positive impacts of self-determination intervention on in-school and post-school outcomes of secondary students with disabilities. Increasingly, self-determination interventions are being implemented in inclusive contexts for all students, including students with and without disabilities. To enable implementation with high fidelity, further examination of the supports needed by teachers is required. In this study, the authors examine the impacts of differing intensities of teacher implementation supports (online modules only vs. online modules + coaching) on the initiation of the self-determined learning model of instruction (SDLMI) by schools and teachers and outcomes for students that arise from more intensive implementation when schools and teachers do initiate. Results suggested that intensifying teacher implementation supports has a positive impact on a cascading series of outcomes for schools, teachers, and students. In this study, the author discusses the implications of the results for future research and practice.

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Supporting All Students to Be Self-Determined: Using the Self-Determined Learning Model of Instruction Within Multi-Tiered Systems of Supports

Cited by 4 publications

References 27 publications

Setting standards for SDLMI fidelity: Promoting Data‐driven decision making to advance Self‐determination instruction

Setting standards for SDLMI fidelity: Promoting Data‐driven decision making to advance Self‐determination instruction

Evaluation of Program Costs for Implementing a Self-Determination Intervention Using the Ingredients Method

The Impact of Teacher Supports for Implementing the Self-Determined Learning Model of Instruction on Student Outcomes in Inclusive General Education Classes

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