Promoting self-determination skills in the classroom: the Self-determined Learning Model of Instruction (Spanish version)

Within Spanish context, initiatives to promote self-determination in educational settings still lacking despite of the availability of instruments designed to enable the instruction of self-determination skills, such as the Self-Determined Learning Model of Instruction. This evidence-based practice enables teachers to instruct students to develop self-determination actions and skills. This study aims to present the Spanish translated and adapted version of the afore mentioned program/tool, in an effort to improve the focus of self-determination instruction in the Spanish educational context by providing practitioners with a model of instruction intended to teach skills associated with the promotion and enhancement of self-determined action.La promoción de la autodeterminación en contexto escolar sigue siendo una tarea pendiente en el contexto español, junto a la existencia de diferentes instrumentos centrados en la enseñanza de habilidades relacionadas con la conducta autodeterminada. Algunos, como el Self-Determined Learning Model of Instruction o Modelo de Enseñanza/Aprendizaje de la Autodeterminación han demostrado su eficacia en el fomento de dichas habilidades en contexto estadounidense. El presente estudio pretende dar a conocer la versión adaptada de dicho modelo de intervención, su modo de implementación, así como las evidencias empíricas que avalan su eficacia, a fin de ofrecer un instrumento de intervención que los profesionales educativos puedan usar en contexto escolar.

Examining the Impact of Promoting Student Self-Determination and Utilizing Teacher Coaching Supports in Inclusive, Secondary Classrooms

The five chapters of this dissertation align with the overall theme of promoting student self-determination and examining the use of coaching interventions in inclusive, secondary classrooms, with a particular focus on how coaching can enhance general and special educators’ practices to provide all students with opportunities and experiences to enhance self-determination. Chapter 1 provides an overview of the construct of self-determination, coaching supports, and a brief introduction to goal setting and attainment in promoting self-determination for students with and without disabilities. Chapter 1 also introduces the research questions addressed across all chapters of this dissertation. Chapter 2 provides a review of coaching intervention research in inclusive, secondary classrooms. The results of this review demonstrated a critical need to expand the quality and quantity of intervention research on coaching supports provided in inclusive, secondary classrooms, including (a) a need for more studies that examine coaching interventions in inclusive, secondary classrooms, (b) improved reporting on the intervention context and associated outcomes, and (c) enhanced rigor in reporting the outcomes of coaching interventions on implementers (e.g., general and special education teachers) and students. As the research base grows on coaching interventions used in inclusive, secondary classrooms, further analyses can address gaps in the knowledge base related to characteristics of effective coaching interventions that lead to enhanced student and implementer (e.g., general and special education teacher) outcomes. Chapter 3 focuses on examining goals set by students with and without disabilities engaging in an evidence-based practice designed to promote self-determination, the Self-Determined Learning Model of Instruction (SDLMI), in inclusive, secondary classes. In addition to examining the academic skills targeted across student-selected goals, Chapter 3 also explores the impact of disability status as well as the level of support provided to teachers to implement the SDLMI on goals set by students receiving SDLMI instruction. Specifically, the analysis in Chapter 3 utilized data from a large-scale randomized control trial (RCT) in which randomization at the school-level resulted in two implementation support groups: (a) teachers who received access to SDLMI online modules disseminated twice a month (i.e., online supports group) and (b) teachers who received access to the SDLMI online modules as well as in-person, monthly coaching from a trained SDLMI coach (i.e., online supports + in-person coaching supports group). Findings suggested that the vast majority of goals set by students in inclusive, general education classes focused on academic learning and minimal differences across goals set by students with and without disabilities and across teacher implementation support groups. Chapter 4 examines the impact of the SDLMI on student self-determination outcomes when implemented in inclusive, secondary core content classrooms as a universal (i.e., Tier 1) support across an academic year. The findings suggest relatively small change in overall self-determination during the first year of a multi-year study, but interesting patterns of change were replicated across students with and without disabilities. These patterns suggest the utility of adding a mid-year data collection timepoint in future research to allow for more nuanced detection of changes in self-determination. Chapter 5 provides a final discussion of overall findings and directions to inform future research and practice

The Self-Determination Inventory–Student Report:Confirming the factor structure of a new measure

The Self-Determination Inventory–Student Report (SDI-SR) was developed to address the need in the field for new, theoretically aligned measures of self-determination. The purpose of this study was to establish the most robust and efficient set of items to assess the self-determination of adolescents with and without disabilities on the SDI-SR. Confirmatory factor analysis (CFA), using mean and covariance structures, was used to evaluate the factor structure of the SDI-SR to inform decisions on scale reduction. The items were tested across 20 groups generated by crossing disability (i.e., no disability, learning disability, intellectual disability, autism spectrum disorders, and other health impairment) and race/ethnicity (i.e., White, Black, Hispanic, and Other) groups. A robust set of 21 items that align closely with their associated constructs were identified. These 21 items showed strong measurement properties, including measurement invariance at the item level across the 20 groups. Implications for future research and practice are discussed

The Self-Determination Inventory–Student Report: Confirming the factor structure of a new measure

The Self-Determination Inventory–Student Report (SDI-SR) was developed to address the need in the field for new, theoretically aligned measures of self-determination. The purpose of this study was to establish the most robust and efficient set of items to assess the self-determination of adolescents with and without disabilities on the SDI-SR. Confirmatory factor analysis (CFA), using mean and covariance structures, was used to evaluate the factor structure of the SDI-SR to inform decisions on scale reduction. The items were tested across 20 groups generated by crossing disability (i.e., no disability, learning disability, intellectual disability, autism spectrum disorders, and other health impairment) and race/ethnicity (i.e., White, Black, Hispanic, and Other) groups. A robust set of 21 items that align closely with their associated constructs were identified. These 21 items showed strong measurement properties, including measurement invariance at the item level across the 20 groups. Implications for future research and practice are discussed

Promoviendo la autodeterminación en el aula: el modelo de enseñanza y aprendizaje de la autodeterminación

La promoción de la autodeterminación en contexto escolar sigue siendo una tarea pendiente en el contexto español, junto a la existencia de diferentes instrumentos centrados en la enseñanza de habilidades relacionadas con la conducta autodeterminada. Algunos, como el Self-Determined Learning Model of Instruction o Modelo de Enseñanza/Aprendizaje de la Autodeterminación han demostrado su eficacia en el fomento de dichas habilidades en contexto estadounidense. El presente estudio pretende dar a conocer la versión adaptada de dicho modelo de intervención, su modo de implementación, así como las evidencias empíricas que avalan su eficacia, a fin de ofrecer un instrumento de intervención que los profesionales educativos puedan usar en contexto escolar

Development and Validation of the Secondary Transition Fidelity Assessment

In this study, we examined the structural validity of the Secondary Transition Fidelity Assessment (STFA), a measure of secondary schools’ use of programs and practices demonstrated by research to lead to meaningful college and career outcomes for all students, including students at-risk for or with disabilities, and students from diverse backgrounds. Drawing from evidence-based practices endorsed by the National Technical Assistance Center for Transition and the Council for Exceptional Children’s Division on Career Development and Transition, the instrument development and refinement process was iterative and involved collecting stakeholder feedback and pilot testing. Responses from a national sample of educators (N = 1,515) were subject to an exploratory factor analysis resulting in five measurable factors: (a) Adolescent Engagement, (b) Inclusive and Tiered Instruction, (c) School-Family Collaboration, (d) District-Community Collaboration, and (e) Professional Capacity. The 5-factor model was subject to a confirmatory factor analysis which resulted in good model fit. Invariance testing on the basis of geographical region strengthened validity evidence and showed a high level of variability with regard to implementing evidence-based transition services. Findings highlight the need for consistent and regular use of a robust, self-assessment fidelity measure of transition service implementation to support all students’ transition to college and career

Development and Validation of the Secondary Transition Fidelity Assessment

In this study, we examined the structural validity of the Secondary Transition Fidelity Assessment (STFA), a measure of secondary schools’ use of programs and practices demonstrated by research to lead to meaningful college and career outcomes for all students, including students at-risk for or with disabilities, and students from diverse backgrounds. Drawing from evidence-based practices endorsed by the National Technical Assistance Center for Transition and the Council for Exceptional Children’s Division on Career Development and Transition, the instrument development and refinement process was iterative and involved collecting stakeholder feedback and pilot testing. Responses from a national sample of educators (N = 1,515) were subject to an exploratory factor analysis resulting in five measurable factors: (a) Adolescent Engagement, (b) Inclusive and Tiered Instruction, (c) School-Family Collaboration, (d) District-Community Collaboration, and (e) Professional Capacity. The 5-factor model was subject to a confirmatory factor analysis which resulted in good model fit. Invariance testing on the basis of geographical region strengthened validity evidence and showed a high level of variability with regard to implementing evidence-based transition services. Findings highlight the need for consistent and regular use of a robust, self-assessment fidelity measure of transition service implementation to support all students’ transition to college and career

sj-docx-1-cde-10.1177_21651434231200000 – Supplemental material for A Systematic Review of the Research: The Self-Determined Learning Model of Instruction Within MTSS

Supplemental material, sj-docx-1-cde-10.1177_21651434231200000 for A Systematic Review of the Research: The Self-Determined Learning Model of Instruction Within MTSS by Hunter A. Matusevich, Karrie A. Shogren, Sheida K. Raley, Kathleen N. Zimmerman, Abdulaziz Alsaeed and Richard Chapman in Career Development and Transition for Exceptional Individuals</p

The Self-Determination Inventory–Student Report: Confirming the factor structure of a new measure

The Self-Determination Inventory–Student Report (SDI-SR) was developed to address the need in the field for new, theoretically aligned measures of self-determination. The purpose of this study was to establish the most robust and efficient set of items to assess the self-determination of adolescents with and without disabilities on the SDI-SR. Confirmatory factor analysis (CFA), using mean and covariance structures, was used to evaluate the factor structure of the SDI-SR to inform decisions on scale reduction. The items were tested across 20 groups generated by crossing disability (i.e., no disability, learning disability, intellectual disability, autism spectrum disorders, and other health impairment) and race/ethnicity (i.e., White, Black, Hispanic, and Other) groups. A robust set of 21 items that align closely with their associated constructs were identified. These 21 items showed strong measurement properties, including measurement invariance at the item level across the 20 groups. Implications for future research and practice are discussed

Conceptualizing and Developing the Secondary Transition Fidelity Assessment to Support Transition Programming and Practice

In this paper, we describe the conceptualization and development of the Secondary Transition Fidelity Assessment (STFA), a measure intended for use by high school leadership teams to examine secondary programs and practices demonstrated by research to lead to meaningful outcomes for secondary students with and without disabilities. We describe our conceptualization and development efforts, which resulted in a measure with six critical features: adolescent engagement, district-level capacity, school-level capacity, community engagement, family engagement, and professional capacity. Based on stakeholder feedback, we revised the STFA and developed an instruction manual and action planning guide to support the self-evaluation of secondary programs and practices using data from the STFA. Recommendations for the field related to research, policy, and practice are provided