Want to see our current research projects around self-determination and related work?

Selected Projects

Autism Intervention Research Network on Behavioral Health (AIR-B)

Kansas Self-Determined Transition Taskforce: Moving Forward to Enhance Transition Outcomes

Kansas Self-Determined Transition Employment Partnership (K-STEP): Youth-Led Systems Change for Enhanced Transition and Employment Outcomes

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Kansas Health and Research Partnership (K-HARP): Building Capacity for Self-Determination

Autism Intervention Research Network on Physical Health (AIR-P)

Examining the Initial Efficacy of the Goal Setting Challenge App: Impacts of Technology-Delivered Self-Determination Instruction on Secondary/

Exploring Relationships between College and Career Readiness, Self-Determination and Transition Planning Among Adolescents with Disabilities

The Self-Determined Learning Model of Instruction for Reading (SDLMI-R): Improving Outcomes of Upper Elementary Students with or At-Risk for Reading Disability

Current Publications

Research on the Self-Determined Learning Model of Instruction over the last 25 years has shown that teachers can use the SDLMI to enable students with and without disabilities to reach goals while they are in school and after they finish school. Over 20 research studies have shown the impact of the SDLMI on outcomes, establishing it as an evidence-based practice to promote self-determination (Hagiwara et al., 2017; Lee et al., 2015; Mazzotti et al., 2021; Test et al., 2016). A selection of recent studies that describe the evidenced-based practices is presented here:

  • Student and Teacher Perceptions of Goal Attainment During Intervention With the Self-Determined Learning Model of Instruction — Shogren, Hicks, Raley, Pace, Rifenbark, & Lane (2021)

    Student and Teacher Perceptions of Goal Attainment During Intervention With the Self-Determined Learning Model of Instruction — Shogren, Hicks, Raley, Pace, Rifenbark, & Lane (2021)

    Participant data:

    Total Number: 647

    Disability: Students with and without disabilities*

    Age/Grade: 9th - 11th Grade

    Delivery Type: Inclusive Academic Course

    Outcomes:

    Students with and without disabilities set goals using the SDLMI and were able to establish Goal Attainment Scaling rubrics and make Goal Attainment Scaling ratings.

  • The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination in Inclusive, Secondary Classrooms — Raley, Shogren, Rifenbark, Lane, & Pace (2021)

    The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination in Inclusive, Secondary Classrooms — Raley, Shogren, Rifenbark, Lane, & Pace (2021)

    Participant data:

    Total Number: 992

    Disability: Students with and without disabilities*

    Age/Grade: 9th - 12th Grade

    Delivery Type: Inclusive Academic Course

    Outcomes:

    Students with and without disabilities’ levels of self-determination either increased or maintained after the first year engaging in the SDLMI in general education classes.

  • Impact of the Self-Determined Learning Model of Instruction on Self-Determination and Goal Attainment in Adolescents With Intellectual Disability — Shogren, Burke, Antosh, Wehmeyer, LaPlante, Shaw, & Raley (2019)

    Impact of the Self-Determined Learning Model of Instruction on Self-Determination and Goal Attainment in Adolescents With Intellectual Disability — Shogren, Burke, Antosh, Wehmeyer, LaPlante, Shaw, & Raley (2019)

    Participant data:

    Total Number: 184

    Disability: Intellectual Disability

    Age/Grade: 13 – 20 years

    Delivery Type: Transition Planning

    Outcomes:

    Teacher reports on self-determination indicated students achieved higher levels of self-determination after planning for transition with the SDLMI.

  • Relationships Between Self-Determination and Postschool Outcomes for Youth With Disabilities — Shogren, Wehmeyer, Palmer, Rifenbark, & Little (2015)

    Relationships Between Self-Determination and Postschool Outcomes for Youth With Disabilities — Shogren, Wehmeyer, Palmer, Rifenbark, & Little (2015)

    Participant data:

    Total Number: 779

    Disability: Majority of students had either an Intellectual Disability or a Learning Disability

    Age/Grade: 14-21 Years

    Delivery Type: Transition Planning

    Outcomes:

    Multiple interventions to promote self-determination were available in high school. Students receiving SDLMI in their final year of high school had higher employment and community participation postschool.

  • Effect of Intervention With the Self-Determined Learning Model of Instruction on Access and Goal Attainment — Shogren, Palmer, Wehmeyer, Williams-Diehm, & Little (2012)  

    Effect of Intervention With the Self-Determined Learning Model of Instruction on Access and Goal Attainment — Shogren, Palmer, Wehmeyer, Williams-Diehm, & Little (2012)  

    Participant data:

    Total Number: 312

    Disability: Intellectual Disability or Learning Disability

    Age/Grade: 13-21 Years

    Delivery Type: Inclusive Academic Course

    Outcomes:

    Students receiving SDLMI had significantly higher goal attainment and increased access to general education curriculum than peers that did not.Â