Sage Journals: Discover world-class research

Abstract

Self-determination is a latent variable that has been conceptualized differently across academic domains. Due to the variability in the conceptualization of self-determination interventions, a thorough exploration of the approaches is needed. The purpose of this meta-analysis was to explore the literature-base on self-determination interventions to establish if the strategy is an evidence-based practice for students with emotional and behavioral disorders. We examined whether self-determination is an evidence-based practice by evaluating the risk of bias and quantitative evidence available for qualifying interventions. Although case-level effect sizes varied, the results indicate that self-determination interventions were associated with significant behavioral changes for students with emotional and behavioral disorders. However, approximately 12.5% of participants across studies had negative or negligible responses, suggesting the need to modify specific iterations based on student characteristics, environmental factors, and specific behavioral targets. The individual variability is consistent with the emphasis on individualization within special education and provides important guidance for teachers considering using the intervention to support students with emotional and behavioral disorders.

Keywords

emotional and behavioral disorders meta-analysis registered report self-determination

Get full access to this article

View all access options for this article.

References

Agran

Wehmeyer

Cavin

Palmer

(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(2), 163–174. https://www.jstor.org/stable/23879804

Barton

E. E.

(2021, March 19). Visual analysis tool. Vanderbilt University. https://lab.vanderbilt.edu/barton-lab/visual-analysis-framework

Blood

Johnson

J. W.

Ridenour

Simmons

Crouch

(2011). Using an iPod touch to teach social and self-management skills to an elementary student with emotional/behavioral disorders. Education and Treatment of Children, 34(3), 299–321.

Burke

K. M.

Raley

S. K.

Shogren

K. A.

Hagiwara

Mumbard-Adam

Uyanik

Behrens

(2020). A meta-analysis of interventions to promote self-determination for students with disabilities. Remedial and Special Education, 41(3), 176–188. https://doi.org/10.1177/0741932518802274

Carter

E. W.

Lane

K. L.

Crnobori

Bruhn

A. L.

Oakes

W. P.

(2011). Self-determination interventions for students with and at risk for emotional and behavioral disorders: Mapping the knowledge base. Behavioral Disorders, 36(2), 100–116. https://doi.org/10.1177%2F019874291103600202

Carter

E. W.

Lane

K. L.

Pierson

M. R.

Glaeser

(2006). Self-determination skills and opportunities of transition-age youth with emotional disturbance and learning disabilities. Exceptional Children, 72(3), 333–346. https://doi.org/10.1177%2F001440290607200305

Colvin

Scott

T. M.

(2014). Managing the cycle of acting-out behavior in the classroom. Corwin Press.

Cook

B. G.

Tankersley

Landrum

T. J.

(2009). Determining evidence-based practices in special education. Exceptional Children, 75(3), 365–383. https://doi.org/10.1177%2F001440290907500306

Cooper

J. O.

Heron

T. E.

Heward

W. L.

(2020). Applied behavior analysis (3rd ed.). Pearson.

10.

Council for Exceptional Children: Standards for Evidence-Based Practices in Special Education. (2014). Exceptional Children, 80(4), 504–511. https://doi.org/10.1177/0014402914531388

11.

Davis

M. T.

Cumming

I. K.

(2019). Practical strategies for improving postsecondary outcomes for students with EBD. Preventing School Failure, 63(4), 325–333. https://doi.org/10.1080/1045988X.2019.1608898

12.

de Boer

Donker

A. S.

van der Werf

M. P. C

. (2014). Effects of the attributes of educational interventions on students’ academic performance: A meta-analysis. Review of Educational Research, 84(4), 509–545. https://doi.org/10.3102/0034654314540006

13.

Deci

E. L.

Ryan

(1985). Intrinsic motivation and self-determination in human behavior. Plenum Press.

14.

Deci

E. L.

Ryan

(2003). The handbook of self-determination research. University of Rochester Press.

15.

Del Vecchio

M. L

. (2022). The impact of self-monitoring using I-Connect for increasing on-task behavior for students with or at risk of an emotional behavior disorder [Master’s thesis, University of South Florida, Tampa, FL].

16.

Dowdy

Hantula

D. A.

Travers

J. C.

Tincani

(2022). Meta-analytic methods to detect publication bias in behavior science research. Perspectives on Behavior Science, 45(1), 37–52.

17.

Dunlap

Clarke

Jackson

Wright

Ramos

Brinson

(1995). Self-monitoring of classroom behaviors with students exhibiting emotional and behavioral challenges. School Psychology Quarterly, 10(2), 165.

18.

Egger

Smith

G. D.

Schneider

Minder

(1997). Bias in meta-analysis detected by a simple, graphical test. BMJ, 315(7109), 629–634.

19.

Erwin

E. J.

Brown

(2003). From theory to practice: A contextual framework for understanding self-determination in early childhood environments. Infants & Young Children, 16(1), 77–87.

20.

Field

Hoffman

(1994). Development of a model of self-determination. Career Development for Exceptional Individuals, 17(2), 159–169. https://doi.org/10.1177%2F088572889401700205

21.

Fixsen

Blase

Metz

Van Dyke

(2013). Statewide implementation of evidence-based programs. Exceptional Children, 79(2), 213–230. https://doi.org/10.1177/001440291307900206

22.

Fowler

C. H.

(2007). The effects of the Self-Determined Learning Model of Instruction on the academic goal attainment of elementary students with emotional or behavioral disorders (Accession No. 3296754) [Doctoral dissertation]. ProQuest Dissertations and Theses Global database.

23.

Fowler

C. H.

Konrad

Walker

A. R.

Test

D. W.

Wood

W. M.

(2007). Self-determination interventions’ effects on the academic performance of students with developmental disabilities. Education and Training in Developmental Disabilities, 42(3), 270–285. https://www.jstor.org/stable/23879622

24.

Gagnon

J. C.

Richards

(2008). Making the right turn: A guide about improving transition outcomes of youth involved in the juvenile corrections system. National Coalition on Workforce and Disability for Youth, Institute for Educational Leadership.

25.

Individuals with Disabilities Education Act. (2004). Pub. L. 108-446, §1.

26.

Kelly

J. R.

Shogren

K. A.

(2014). The impact of the 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(1), 27–40. https://doi.org/10.1177%2F1063426612470515

27.

Khang

S. W.

Chung

K. M.

Gutshall

Pitts

S. C.

Kao

Girolami

(2010). Consistent visual analyses of intrasubject data. Journal of Applied Behavior Analysis, 43(1), 35–45. https://doi.org/10.1901/jaba.2010.43-35

28.

Konrad

Fowler

C. H.

Walker

A. R.

Test

D. W.

Wood

W. M.

(2007). Effects of self-determination on the academic skills of students with learning disabilities. Learning Disability Quarterly, 30(2), 89–113. https://www.jstor.org/stable/30035545

29.

Lachapelle

Wehmeyer

M. L.

Haelewyck

M. C.

Courbois

Keith

K. D.

Schalock

Verdugo

M. A.

Walsh

P. N.

(2005). The relationship between quality of life and self-determination: An international study. Journal of Intellectual Disability Research, 49(10), 740–744. https://doi.org/10.1111/j.1365-2788.2005.00743.x

30.

Landy

(2002). Pathways to competence: Encouraging healthy social and emotional development in young children. Bookes.

31.

Lane

K. L.

Common

E. A.

Royer

D. J.

Muller

(2014). Group comparison and single-case research design quality indicator matrix using Council for Exceptional Children 2014 standards. Unpublished tool. http://www.ci3t.org/practice

32.

Lane

J. D.

Gast

D. L.

(2014). Visual analysis in single case experimental design studies: Brief review and guidelines. Neuropsychological Rehabilitation, 24(3–4), 445–463. https://doi.org/10.1080/09602011.2013.815636

33.

Lane

K. L.

Barton-Arwood

S. M.

Nelson

J. R.

Wehby

(2008). Academic performance of students with emotional and behavioral disorders served in a self-contained setting. Journal of Behavioral Education, 17, 43–62. https://doi.org/10.1007/s10864-007-9050-1

34.

Lane

K. L.

Kalberg

J. R.

Shepcaro

J. C.

(2009). An examination of the evidence base for function-based interventions for students with emotional and/or behavioral disorders attending middle and high school. Exceptional Children, 75(3), 321–340. https://doi.org/10.1177/001440290907500304

35.

Lee

S. H.

Wehmeyer

M. L.

Palmer

S. B.

Soukup

J. H.

Little

T. D.

(2008). Self-determination and access to the general education curriculum. The Journal of Special Education, 42(2), 91–107. https://doi.org/10.1177%2F0022466907312354

36.

Lee

S. H.

Wehmeyer

M. L.

Soukup

J. H.

Palmer

S. B.

(2010). Impact on curriculum modifications on access to the general education curriculum for students with disabilities. Exceptional Children, 76(2), 213–233. https://doi.org/10.1177%2F001440291007600205

37.

Lewis

T. J.

Wehby

J. H.

Scott

T. M.

(2019). The Peacock Hill Working Group “problems and promises” three decades later: Introduction to the Creek Bend Consortium special issue. Behavioral Disorders, 44(2), 67–69.

38.

Maggin

D. M.

Talbott

Van Acker

E. Y.

Kumm

(2017). Quality indicators for systematic reviews in behavioral disorders. Behavioral Disorders, 42(2), 52–64. https://doi.org/10.1177%2F0198742916688653

39.

Mantorell

Guiterrez-Recacha

Pereda

Ayuso-Mateos

J. L.

(2008). Identification of personal factors that determine work outcome for adults with intellectual disability. Journal of Intellectual Disability Research, 52(12), 1091–1101. https://doi.org/10.1111/j.1365-2788.2008.01098.x

40.

Markelz

A. M.

Riden

B. S.

Morano

Hazelwood

A. L.

Taylor

A. M.

(2022). The effects of varied and non-varied praise on student on-task behaviors. Journal of Positive Behavior Interventions, 25(4), 227–238.

41.

Martin

J. E.

Marshall

L. H.

(1995). ChoiceMaker: A comprehensive self-determination transition program. Intervention in School and Clinic, 30(3), 147–156. https://doi.org/10.1177%2F105345129503000304

42.

Martin

J. E.

Pulos

J. M.

Sale

(2020). Assessing and teaching critical self-determination skills to transition-age youth with disabilities. In Wehman

Kregel

(Eds.), Functional curriculum for elementary and secondary students with special needs (4th ed., pp. 53–74). Pro Ed.

43.

Mazzotti

V. L.

Test

D. W.

Wood

C. L.

(2013). Effects of multimedia goal-setting instruction on students’ knowledge of the self-determined learning model of instruction and disruptive behavior. Journal of Positive Behavior Interventions, 15(2), 90–102. https://doi.org/10.1177%2F1098300712440452

44.

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. The Journal of Special Education, 45(4), 216–226. https://doi.org/10.1177%2F0022466910362261

45.

McGuire

McDonnell

(2008). Relationships between recreation and levels of self-determination for adolescents and young adults with disabilities. Career Development for Exceptional Individuals, 31(3), 154–163. https://doi.org/10.1177%2F0885728808315333

46.

Mitchem

K. J.

Young

K. R.

West

R. P.

Benyo

(2001). CWPASM: A classwide peer-assisted self-management program for general education classrooms. Education and Treatment of Children, 24(2), 111–140.

47.

Mithaug

D. E.

Martin

J. E.

Agran

(1987). Adaptability instruction: The goal of transitional programming. Exceptional Children, 53(6), 500–505. https://doi.org/10.1177%2F001440298705300603

48.

Moeyaert

Manolov

Rodabaugh

(2020). Meta-analysis of single-case research via multilevel models: Fundamental concepts and methodological considerations. Behavior Modification, 44(2), 265–295. https://doi.org/10.1177/0145445518806867

49.

Newman

Wagner

Knokey

A.-M.

Marder

Nagle

Shaver

Wei

Cameto

Contreras

Ferguson

Greene

Schwarting

(2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school: A Report from the National Longitudinal Transition Study-2 (NLTS2) NCSER 2011-3005. National Center for Special Education Research. https://ies.ed.gov/ncser/pubs/20113005/pdf/20113005.pdf

50.

Ninness

H. C.

Ellis

Miller

W. B.

Baker

Rutherford

(1995). The effect of a self-management training package on the transfer of aggression control procedures in the absence of supervision. Behavior Modification, 19(4), 464–490.

51.

Nirje

(1972). The right to self-determination. In Wolfensberger

(Ed.), Normalization: The principle of normalization in human services (pp. 176–193). National Institute on Mental Retardation.

52.

Nota

Ferrari

Soresi

Wehmeyer

(2007). Self-determination, social abilities and the quality of life of people with intellectual disability. Journal of Intellectual Disability Research, 51(11), 850–865. https://doi.org/10.1111/j.1365-2788.2006.00939.x

53.

Odom

S. L.

Brantlinger

Gersten

Horner

R. H.

Thompson

Harris

K. R.

(2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71(2), 137–148. https://doi.org/10.1177%2F001440290507100201

54.

Okkinga

van Steensel

van Gelderen

A. J. S.

van Schooten

Sleegers

P. J. C.

Arends

L. R.

(2018). Effectiveness of reading-strategy interventions in whole classrooms: A meta-analysis. Educational Psychological Review, 30, 1215–1239. https://doi.org/10.1007/s10648-018-9445-7

55.

Osher

(2005, June). Issues facing youth with emotional and behavioral problems & their families [Paper presentation]. Paper session Presented at the Meeting of OSEP National Leadership Summit on Improving Results for Youth, Washington, DC, United States.

56.

Owens

T. L.

(2017). The effects of function-based self-advocacy training on the problem behavior, replacement behavior, and self-advocacy skills of students with or at risk for EBD in general education settings [Doctoral dissertation, The University of North Carolina at Charlotte, Charlotte, NC].

57.

Pierson

M. R.

Carter

E. W.

Lane

K. L.

Glaeser

B. C.

(2008). Factors influencing the self-determination of transition-age youth with high-incidence disabilities. Career Development for Exceptional Individuals, 31(2), 115–125. https://doi.org/10.1177%2F0885728808317659

58.

Pulos

J. M.

Morin

K. L.

Peltier

Sinclair

T. E.

Williams-Diehm

K. L.

(2024). Effects of the SDLMI on academic and nonacademic behaviors: A meta-analysis. Journal of Behavioral Education, 33(3), 615–638. https://doi.org/10.1007/s10864-023-09508-6

59.

Pustejovsky

J. E.

(2017). clubSandwich: Cluster-robust (sandwich) variance estimators with small-sample corrections. CRAN. https://cran.r-project.org/web/packages/clubSandwich/index.html

60.

Pustejovsky

J. E.

(2018). Using response ratios for meta-analyzing single-case designs with behavioral outcomes. Journal of School Psychology, 68, 99–112. https://doi.org/10.1016/j.jsp.2018.02.003

61.

Quinn

M. M.

Rutherford

R. B.

Leone

P. E.

Osher

D. M.

Poirier

J. M.

(2005). Youth with disabilities in juvenile corrections: A national survey. Exceptional Children, 71, 339–345.

62.

Ramsey

M. L.

Jolivette

Kennedy

Fredrick

L. D.

Williams

C. D.

(2017). Functionally indicated choice-making interventions to address academic and social behaviors of adolescent students with emotional/behavioral disorders (E/BD) in a residential facility. The Journal of Classroom Interaction, 52(2), 45–66.

63.

Riden

B. S.

Kumm

Maggin

D. M.

(2022). Evidence-based behavior management strategies for students with or at risk of EBD: A mega review of the literature. Remedial and Special Education, 43(4), 255–269.

64.

Rohatgi

(2020). WebPlotDigitizer. Automeris. https://apps.automeris.io/wpd/

65.

Rowe

D. A.

Alverson

C. Y.

Unruh

D. K.

Fowler

C. H.

Kellems

Test

D. W.

(2015). A Delphi study to operationalize evidence-based predictors in secondary transition. Career Development and Transition for Exceptional Individuals, 38(2), 113–126. https://doi.org/10.1177/2165143414526429

66.

Royer

D. J.

Lane

K. L.

Common

E. A.

(2017). Group comparison and single-case research design quality indicator matrix using Council for Exception Children 2014 standards. Ci3t: Comprehensive, integrated three-tiered model of prevention. http://www.ci3t.org/practice

67.

Ryan

R. M.

Deci

E. L.

(2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.

68.

Scruggs

T. E.

Mastropieri

M. A.

Casto

(1987). The quantitative synthesis of single-subject research: Methodology and validation. Remedial and Special Education, 8(2), 24–33. https://doi.org/10.1177%2F074193258700800206

69.

Sheldon

K. M.

Elliot

A. J.

Kim

Kasser

(2001). What is satisfying about satisfying events? Testing 10 candidate psychological needs. Journal of Personality and Social Psychology, 80(2), 325–339. https://doi.org/10.1037/0022-3514.80.2.325

70.

Shogren

K. A.

Faggella-Luby

M. N.

Bae

S. J.

Wehmeyer

M. L.

(2004). The effect of choice-making as an intervention for problem behavior: A meta-analysis. Journal of Positive Behavior Interventions, 6(4), 228–237. https://doi.org/10.1177/10983007040060040401

71.

Shogren

K. A.

Hicks

T. A.

Raley

S. K.

Pace

J. R.

Rifenbark

G. G.

Lane

K. L.

(2020). Student and teacher perceptions of goal attainment during intervention with the Self-Determined Learning Model of Instruction. The Journal of Special Education, 55(2), 101–112. https://doi.org/10.1177%2F0022466920950264

72.

Shogren

K. A.

Lopez

S. J.

Wehmeyer

M. L.

Little

T. D.

Pressgrove

C. L.

(2006). The role of positive psychology constructs in predicting life satisfaction in adolescents with and without cognitive disabilities: An exploratory study. The Journal of Positive Psychology, 1(1), 37–52. https://doi.org/10.1080/17439760500373174

73.

Shogren

K. A.

Palmer

S. B.

Wehmeyer

M. L.

Williams-Diehm

Little

T. D.

(2012). Effect of intervention with the Self-Determined Learning Model of Instruction on Access and Goal Attainment. Remedial and Special Education, 33(5), 320–330. https://doi.org/10.1177%2F0741932511410072

74.

Shogren

K. A.

Turnbull

A. P.

(2006). Promoting self-determination in young children with disabilities: The critical role of families. Infants & Young Children, 19(4), 338–352.

75.

Shogren

K. A.

Wehmeyer

M. L.

Palmer

S. B.

Forber-Pratt

A. J.

Little

T. J.

Lopez

(2015). Causal agency theory: Reconceptualizing a functional model of self-determination. Education and Training in Autism and Developmental Disabilities, 50(3), 251–263. https://www.jstor.org/stable/24827508

76.

Shogren

K. A.

Wehmeyer

M. L.

Palmer

S. B.

Rifenbark

G. G.

Little

T. D.

(2015). Relationships between self-determination and postschool outcomes for youth with disabilities. The Journal of Special Education, 48(4), 256–267. https://doi.org/10.1177%2F0022466913489733

77.

Siperstein

G. N.

Wiley

A. L.

Forness

S. R.

(2011). School context and the academic and behavioral progress of students with emotional disturbance. Behavioral Disorders, 36(3), 172–184. https://www.jstor.org/stable/43153535

78.

Slocum

T. A.

Detrich

Wilczynski

S. M.

Spencer

T. D.

Lewis

Wolfe

(2014). The evidence-based practice of applied behavior analysis. The Behavior Analyst, 37(1), 41–56.

79.

Smith

S. W.

Daunic

A. P.

Algina

Pitts

D. L.

Merrill

K. L.

Cumming

M. M.

Allen

(2017). Self-regulation for students with emotional and behavioral disorders: Preliminary effects of the I Control curriculum. Journal of Emotional and Behavioral Disorders, 25(3), 143–156.

80.

Spencer

T. D.

Detrich

Slocum

T. A.

(2012). Evidence-based practice: A framework for making effective decisions. Education and Treatment of Children, 35(2), 127–151. https://doi.org/10.1353/etc.2012.0013

81.

Taylor

J. C.

Riden

B. S.

(2021). Practice strategies and considerations to promote maintenance and generalization. Beyond Behavior, 30(2), 72–84.

82.

Teplin

L. A.

Potthoff

L. M.

Aaby

D. A.

Welty

L. J.

Dulcan

M. K.

Abram

K. M.

(2021). Prevalence, comorbidity, and continuity of psychiatric disorders in a 15-year longitudinal study of youths involved in the juvenile justice system. JAMA Pediatrics, 175(7), Article e205807.

83.

Test

D. W.

Mazzotti

V. L.

Mustian

A. L.

Fowler

C. H.

Kortering

Kohler

(2009). Evidence-based secondary transition predictors for improving postschool outcomes for students with disabilities. Career Development for Exceptional Individuals, 32(3), 160–181. https://doi.org/10.1177/0885728809346960

84.

Tipton

(2015). Small sample adjustments for robust variance estimation with meta-regression. Psychological Methods, 20(3), 375–393. https://doi.org/10.1037/MET0000011

85.

U.S. Department of Education. (2021). 43rd annual report to Congress on the implementation of the Individuals with Disabilities Education Act, 2021. Office of Special Education Programs, Office of Special Education and Rehabilitative Services, U.S. Department of Education.

86.

Viechtbauer

(2010). Conducting meta-analyses in R with the metaphor package. Journal of Statistical Software, 36(3), 1–48.

87.

Ward

M. J.

(1996). Coming of age in the age of self-determination: A historical and personal perspective. In Sands

D. J.

Wehmeyer

M. L.

(Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp. 1–16). Paul H. Brookes.

88.

Warrenfeltz

R. B.

Kelly

W. J.

Salzberg

C. L.

Beegle

C. P.

Levy

S. M.

Adams

T. A.

Crouse

T. R.

(1981). Social skills training of behavior disordered adolescents with self-monitoring to promote generalization to a vocational setting. Behavioral Disorders, 7(1), 18–27.

89.

Wehby

J. H.

Lane

K. L.

Falk

K. B.

(2003). Academic instruction for students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 11(4), 194–197. https://doi.org/10.1177%2F10634266030110040101

90.

Wehmeyer

M. L.

(1999). A functional model of self-determination: Describing development and implementing instruction. Focus on Autism and Other Developmental Disabilities, 14(1), 53–61. https://doi.org/10.1177%2F108835769901400107

91.

Wehmeyer

M. L.

Agran

Hughes

(2000). A national survey of teachers’ promotion of self-determination and student-directed learning. The Journal of Special Education, 34(2), 58–68. https://doi.org/10.1177/002246690003400201

92.

Wehmeyer

M. L.

Palmer

S. B.

(2003). Adult outcomes for students with cognitive disabilities three-years after high school: The impact of self-determination. Education and Training in Developmental Disabilities, 38(2). https://www.jstor.org/stable/23879591

93.

Wehmeyer

M. L.

Palmer

S. B.

Agran

Mithaug

D. E.

Martin

J. E.

(2000). Promoting causal agency theory: The self-determined learning model of instruction. Exceptional Children, 66(4), 439–453. https://doi.org/10.1177%2F001440290006600401

94.

Wehmeyer

M. L.

Sands

D. J.

Doll

Palmer

(1997). The development of self-determination and implications for educational interventions with students with disabilities. International Journal of Disability, Development and Education, 44(4), 305–328. https://doi.org/10.1080/0156655970440403

95.

Wehmeyer

M. L.

Schwartz

(1997). Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation or learning disabilities. Exceptional Children, 63(2), 245–255. https://doi.org/10.1177%2F001440299706300207

96.

Wehmeyer

M. L.

Schwartz

(1998). The relationship between self-determination and quality of life for adults with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 33(1), 3–12. https://www.jstor.org/stable/23879037

97.

Wehmeyer

M. L.

Shogren

K. A.

Palmer

S. B.

Williams-Diehm

K. L.

Little

T. D.

Boulton

(2012). The impact of the self-determined learning model of instruction on student self-determination. Exceptional Children, 78(2), 135–153. https://doi.org/10.1177/001440291207800201

98.

Wei

Lenz

K. B.

Blackorby

(2013). Math growth trajectories of students with disabilities: Disability category, gender, racial, and socioeconomic status differences from ages 7 to 17. Remedial and Special Education, 34(3), 154–165. https://doi.org/10.1177%2F0741932512448253

A Meta-Analysis of Self-Determination Interventions for Students With Emotional and Behavioral Disorders

Abstract

Keywords

Get full access to this article

References