Self-Determination Research

Link to KU Center on Developmental Disabilities homepage

CURRENT RESEARCH PROJECTS

Check out the current research projects around self-determination and related work being conducted at KU Center for Developmental Disabilities. If you are interested in learning more, contact us.

Self-Determination Logo

SELF-DETERMINED ACTION FRAMEWORK

Self-determined people are causal agents who act in service to freely chosen goals. They make, or cause, things to happen in their lives through goal setting and attainment strategies. The framework below helps describe self-determined action.

Self-Determined Action Framework Decide: Making a choice based on your preference - I use my strengths and areas of need to identify goals. - I choose goals based on my vision for the future. Act: Self-directed action in the service of a goal - I work to solve problems as I move towards my goals. - I think about different pathways to ger around barriers to my goals. Believe: A sense of personal empowerment; believing in your ability to reach your goals - I feel empowered to take action toward my goals. - I know I can do things and be supported as I work toward my goals.

Click here for an accessible version of the Self-Determined Action Framework Chart.

Link to the Self-Determination Inventory System page

The Self-Determination Inventory System (SDIS), available online, is a suite of tools that measure a person’s self-determination.

  • Self-Determination Inventory: Student Report (SDI:SR)
  • Self-Determination Inventory: Parent/Teacher Report (SDI:PTR)
  • Self-Determination Inventory: Adult Report (SDI:AR)

Click here to find more information about the SDIS.

SELECTED RESEARCH ON THE SDIS

Shogren, K. A., Little, T. D., Grandfield, B., Raley, S. K., Wehmeyer, M. L., Lang, K., & Shaw, L. A. (2018). The Self-Determination Inventory-Student Report: Confirming the factor structure of a new measure. Assessment for Effective Intervention. Advance online publication. doi:10.1177/1534508418788168

 

Shogren, K. A., Shaw, L. A., & Raley, S. K., & Wehmeyer, M. L. (2018). The impact of personal characteristics on scores on the Self-Determination Inventory: Student Report in adolescents with and without disabilities. Psychology in Schools, 55,1013-1026. doi:10.1002/pits.22174

 

Shogren, K. A., Shaw, L. A., Raley, S. K., &Wehmeyer, M. L. (2018). Exploring the effect of disability, race/ethnicity, and socioeconomic status on scores on the Self-Determination Inventory: Student Report. Exceptional Children, 85(1), 10-27. doi:10.1177/0014402918782150

Link to the SDLMI Intervention page

Research over the last 25 years has shown using the Self-Determined Learning Model of Instruction (SDLMI) enables students with and without disabilities to achieve self-selected goals and positive in-school and post-school outcomes, such as:

  • Access to and performance in general education curriculum
  • Transition skills
  • Health-related skills

Click here to find more information about the SDLMI.

The table below includes recent research studies that used the SDLMI.

SELECTED RESEARCH ON THE SDLMI

Authors Number of Participants Age of Participants Outcomes
Raley, Shogren, & McDonald (2018) 34 14 to 16 years old
  • Set and achieved academic-related goals with the SDLMI over 16 weeks in an inclusive, general education classroom including students with and without disabilities
  • High levels of goal attainment
Shogren, Palmer, Wehmeyer, Williams-Diehm, & Little (2012) 312 13 to 21 years old
  • Students who learned using the SDLMI showed significantly higher goal attainment over the course of a school year than peers
  • Students who learned using the SDLMI showed significant increases in access to the general education curriculum
Shogren, Wehmeyer, Palmer, Rifenbark, & Little (2015) 779 14 to 21 years old
  • Multiple interventions to promote self-determination, including the SDLMI, were available to students throughout high school
  • Self-determination status during the final year of high school predicted more positive employment outcomes one-year post-school and community participation one and two years post-school
Wehmeyer et al. (2012) 312 13 to 21 years old
  • Students with access to the SDLMI showed more significant increases in self-determination after two years of intervention

 

Additional Research

Agran, M., Wehmeyer, M., Cavin, M., & Palmer, S. (2010). Promoting active engagement in the general         education classroom and access to the general education curriculum for students with cognitive disabilities. Education and Training in Autism and Developmental Disabilities, 45,163–174.

 

Cote, D. L., Jones, V. L., Barnett, C., Pavelek, K., Nguyen, H., & Sparks, S. L. (2014). Teaching problem solving skills to elementary age students with autism. Education and Training in Autism and Developmental Disabilities, 49,189–199.

 

Hagiwara, M., Shogren, K., Lane, L., Raley, S. (2020) Development of the Self-Determined Learning Model of Instruction Coaching Model: Implications for research and practice. Education and Training in Autism and Developmental Disabilities, 2020, 55(1), 17–27. 

 

Kelly, J. R., & Shogren, K. A. (2014). The impact of teaching self-determination skills on the on-task and off-task behaviors of students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 22,27–40. doi:10.1177/1063426612470515

 

Mazzotti, V., Test, D., & Wood, C. (2012). Effects of multimedia goal-setting instruction on students’ knowledge of the Self-Determined Learning Model of Instruction and disruptive behavior. Journal of Positive Behavior Intervention, 15,90–102. doi:10.1177/1098300712440452

 

Mazzotti, V. L., Wood, C. L., Test, D. W., & Fowler, C. H. (2012). Effects of computer-assisted instruction on students’ knowledge of the Self-Determined Learning Model of Instruction and disruptive behavior. Journal of Special Education, 45,216–226. doi:10.1177/0022466910362261

 

Raley, S. K., Hagiwara, M., Burke, K. M., Kiblen, J. C., & Shogren, K. A. (2022). Supporting All Students to Be Self-Determined: Using the Self-Determined Learning Model of Instruction Within Multi-Tiered Systems of Supports. Inclusive Practices, 2(1), 3–12. https://doi.org/10.1177/27324745221132478

 

Shogren, K. A., & Raley, S. K. (2023). The Self-Determined Learning Model of Instruction: A Practitioner’s Guide to Implementation for Special Education. Routledge Taylor & Francis Group.

Click here to find more SDLMI research studies.

Link to the SDCDM Intervention page

The Self-Determined Career Design Model (SDCDM) is an evidence-based model of instruction that enables youth and adults to achieve more positive outcomes related to:

  • Postsecondary education
  • Employment
  • Community participation

Click here to find more information about the SDCDM.

The table below includes recent research studies that used the SDCDM.

SELECTED RESEARCH ON THE SDCDM

Authors Participants Setting Positive Outcomes
Dean, Shogren, Wehmeyer, Almire, & Mellenbruch (2019) 12 adults with intellectual disability Community Nine out of the 12 participants found integrated employment after the year of SDCDM implementation.
Dean, Burke, Shogren, & Wehmeyer (2017) 3 young adults with intellectual disability Community The job seekers learned more about their strengths and interests. They also changed their employment status in line with their goals.
Sowers & Swank (2017) 67 young adults with mental health diagnoses Community Enhanced self-determination and increased career planning engagement were achieved.
Shogren et al. (2016) 197 adults with disabilities Community People who worked through the SDCDM increased their self-determination scores.

 

Click here to view more SDCDM research studies.