The Impact of Teaching Self-Determination Skills on the On-Task and Off-Task Behaviors of Students With Emotional and Behavioral Disorders

Abstract

A multiple baseline across participants design was used to examine the functional relation between the Self-Determined Learning Model of Instruction (SDLMI) intervention and the on- and off-task behaviors of high school students with emotional and behavioral disorders (EBD). The results showed that all four students significantly increased on-task behaviors and decreased off-task behaviors and all four participants maintained the increase of on-task behaviors and the decrease of off-task behaviors after the intervention was withdrawn. All four students made progress toward their goal of implementing on-task behavior in the classroom and generalized on-task behavior to a second general education classroom. The study provides evidence of effective self-determination instruction that supports students to improve their behavior in a general education classroom. Implications for practice and future research are provided.

Reviewing Research on the Self-Determined Learning Model of Instruction: Mapping the Terrain and Charting a Course to Promote Adoption and Use

“…However, the participating students said the computer program was easy to use and helped them achieve their goals. In another study, teachers reported seeing positive change in the students' control and awareness of their own behavior after using the SDLMI, and felt that this positive change contributed to increases in student's grades (Kelly and Shogren 2014). Moreover, the participating students in the same study reported the skills learned through the SDLMI helped them manage their behavior and academic goals; therefore, they would continue to use the skills and recommend it to others.…”

Correlation and Predictive Relationship between Self-determination Instruction and Academic Performance of Students with Disabilities

“…In addition to influencing the quality of life of these students at home, in schools, and in local communities [20], the lack of self-determination may also lead to difficulties in future academic transitions and upgrades, as well as in job seeking processes [29]. Fortunately, research has confirmed that self-determination is an ability that can be acquired through learning [1,16,21]. If teachers can design and teach corresponding courses based on the abilities and demands of students with disabilities, their potential to obtain self-determination that is related to knowledge and skills can be developed.…”

“…During the past 20 years, many studies have investigated the effects of self-determination training on the improvement of self-determination among students with disabilities [16,21,22]. However, recent trends have begun placing more emphasis on the correlation between self-determination training and the academic performance of students with disabilities [11].…”

Motivação à luz da teoria da autodeterminação: uma análise comparativa do processo motivacional de concluintes dos mestrados acadêmico e profissional em administração

“…Diante desses resultados, ressalta-se como implicações gerenciais do presente artigo que a teoria da autodeterminação apresenta elementos que podem ser incorporados aos processos seletivos dos programas de pós-graduação em administração, tornando-os mais eficazes na definição do perfil dos candidatos, seja do mestrado acadêmico ou profissional (SCHUNK,1991;MITCHELL JR, 1992;SHEN, 2014;KELLY;SHOGREN, 2014). Além disso, revela categorias que favorecem o incentivo motivacional focalizado no tipo de programa, para que haja a formulação de estratégias motivacionais que diminuam as taxas de desligamento e abandono durante o mestrado (WECHSLER, 2006; LEAL; MIRANDA; DE NAEGHEL, 2012; MADJAR, COHEN-MALAYEV, 2013; MENDONÇA NETO; VIEIRA; OYADOMARI, 2019).…”

“…Um dos campos que tem explorado o tema da motivação é o da educação, em seus diversos níveis, sendo a Teoria da Autodeterminação (Self-Determination Theory -SDT) bastante utilizada para compreender as relações existentes entre aprendizagem e desempenho com a motivação humana (SCHUNK,1991;MITCHELL JR, 1992;WECHSLER, 2006;LEAL;MIRANDA;DE NAEGHEL, 2012;JANG;KIM;REEVE, 2012;CARMO, 2013;MADJAR, COHEN-MALAYEV, 2013;SHEN, 2014;KELLY;SHOGREN, 2014). De acordo com Lens, Matos e Vansteenkiste (2008), independentemente do nível educacional, é importante que os alunos estejam motivados para realização de suas atividades acadêmicas, pois seu estado motivacional interfere na quantidade de tempo dedicado, nas realizações acadêmicas, nos resultados alcançados e no seu bem-estar ou mal-estar.…”