Tribute to Dennis E. Mithaug

Agran M. Cavin M. Wehmeyer M. Palmer S. (2006). Participation of students with moderate to severe disabilities in the general curriculum: The effects of the self-determined learning model of instruction. Research and Practice for Persons with Severe Disabilities, 31(3), 230–241. https://doi.org/10.1177/154079690603100303

Kuhn T. (1962). The structure of scientific revolutions. University of Chicago Press.

Mithaug D. E. (1991). Self-determined kids: Raising satisfied and successful children. Lexington Books.

Mithaug D. E. (1996). Equal opportunity theory. Sage.

Mithaug D. E. Martin J. E. Agran M. (1987). Adaptability instruction: The goal of transitional programming. Exceptional Children, 53(6), 500–505.

Shogren K. A. Burke K. M. Anderson M. H. Antosh A. A. Wehmeyer M. L. LaPlante T. Shaw L. A. (2018). Evaluating the differential impact of interventions to promote self-determination and goal attainment for transition-age youth with intellectual disability. Research and Practice for Persons with Severe Disabilities, 43(3), 165–180. https://doi.org/10.1177/1540796918779775

Shogren K. A. Raley S. K. (2022). Self-determination and causal agency theory: Integrating research into practice. Springer. https://doi.org/10.1007/978-3-031-04260-7

Shogren K. A. Raley S. K. (2023). Implementing self-determined learning: A guide for special education. Routledge.

Shogren K. A. Wehmeyer M. L. Palmer S. B. Forber-Pratt A. J. Little T. J. Lopez S. (2015). Causal agency theory: Reconceptualizing a functional model of self-determination. Education and Training in Autism and Developmental Disabilities, 50(3), 251–263.

Shogren K. A. Wehmeyer M. L. Palmer S. B. Rifenbark G. G. Little T. D. (2015). Relationships between self-determination and post-school outcomes for youth with disabilities. Journal of Special Education, 48(4), 256–267. https://doi.org/10.1177/0022466913489733