AgranM.BlanchardC.WehmeyerM. L. (2000). Promoting transition goals and self-determination through student self-directed learning: The self-determined learning model of instruction. Education and Training in Mental Retardation and Developmental Disabilities, 35, 351–364.
2.
Coalition for Psychology in Schools and Education. (2006, August). Report on the teacher needs survey. Washington, DC: American Psychology Association, Center for Psychology in Schools and Education. Retrieved from http://www.tne.uconn.edu/Announcements/tns_execsummary.pdf.
3.
CondermanG.IkanP. A.HatcherR. E. (2000). Student-led conferences in inclusive settings. Intervention in School and Clinic, 36, 22–26.
4.
DunlapG.DePerczelM.ClarkeS.WilsonD.WrightS.WhiteR.GomezA. (1994). Choice making to promote adaptive behavior for students with emotional and behavioral challenges. Journal of Applied Behavior Analysis, 27, 505–518.
5.
HammerM. R. (2004). Using the self-advocacy strategy to increase student participation in IEP conferences. Intervention in School and Clinic, 39, 295–300.
6.
HargroveK. (2005). What makes a “good” teacher “great”?. Gifted Child Today, 28 (1), 30–31.
7.
Harris-MurriN.KingK.RostenbergD. (2006). Reducing disproportionate minority representation in special education programs for students with emotional disturbances: Toward a culturally responsive response to intervention model. Education and Treatment of Children, 29, 779–799.
8.
JolivetteK.StichterJ. P.McCormickK. M. (2002). Making choices—Improving behavior—Engaging in learning. TEACHING Exceptional Children, 34 (3), 24–29.
9.
JolivetteK.WehbyJ. H.CanaleJ.MasseyN. G. (2001). Effects of choice-making opportunities on the behavior of students with emotional and behavioral disorders. Behavioral Disorders, 26, 131–145.
10.
Kochhar-BryantC. A. (2007). What every teacher should know about transition and IDEA 2004. Boston, MA: Allyn & Bacon.
11.
KuhnD.DeanD. (2004). Metacognition: A bridge between cognitive psychology and educational practice. Theory Into Practice, 43, 268–273.
12.
LancasterP.SchumakerJ.DeshlerD. (2002). The development and validation of an interactive hypermedia program for teaching a self-advocacy strategy to students with disabilities. Learning Disability Quarterly, 25, 277–302.
13.
Public Agenda. (2004, May). Teaching interrupted: Do discipline policies in today's public schools foster the common good?New York, NY: Author. Retrieved from http://commongood.org/assets/attachments/22.pdf.
14.
ShogrenK. A.Faggella-LubyM. N.BaeS. J.WehmeyerM. L. (2004). The effect of choice-making as an intervention for problem behavior: A meta-analysis. Journal of Positive Behavior Interventions, 6, 228–237.
15.
TestD. W.AspelN. P.EversonJ. (Eds.). (2006). Transition methods for youth with disabilities. Columbus OH: Pearson.
16.
TestD. W.NealeM. (2004). Using the self-advocacy strategy to increase middle graders' IEP participation. Journal of Behavioral Education, 13, 135–145.
17.
VaidyaS. R. (1999). Metacognitive learning strategies for students with learning disabilities. Education, 120, 186–190.
18.
WehmeyerM. L. (1999). A functional model of self-determination: Describing development and implementing instruction. Focus on Autism and Other Developmental Disabilities, 14 (1), 53–61.
19.
WehmeyerM. L.BakerD. J.BlumbergR.HarrisonR. (2004). Self-determination and student involvement in functional assessment: Innovative practices. Journal of Positive Behavior Interventions, 6 (1), 29–35.
20.
WehmeyerM. L.PalmerS. B.AgranM.MithaugD. E.MartinJ. E. (2000). Promoting causal agency: The self-determination learning model of instruction. Exceptional Children, 66, 439–453.