Self-determination is a predictor of postschool success. The importance of self-determination instruction for students with and without disabilities is increasingly being recognized. The Self-Determined Learning Model of Instruction (SDLMI) has been implemented in various settings and at various intensities with all students. Researchers have suggested a multi-tiered system of support (MTSS) framework could be used to organize self-determination instruction for all students. However, a systematic literature review to inform SDLMI implementation within MTSS has not been conducted. This systematic review examined intervention research, synthesizing key features that could inform ongoing research and practice applying an MTSS framework to self-determination instruction. Limitation and implications for research and practice are described.
*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(4), 351–364. https://www.jstor.org/stable/23879857
2.
*AgranM.CavinM.WehmeyerM.PalmerS. (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
3.
*AgranM.WehmeyerM. L.CavinM.PalmerS. (2008). Promoting student active classroom participation skills through instruction to promote self-regulated learning and self-determination. Career Development for Exceptional Individuals, 31(2), 106–114. https://doi.org/10.1177/0885728808317656
4.
*AgranM.WehmeyerM.CavinM.PalmerS. (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
5.
American Institutes for Research. (n.d.). Essential components of RTI. Center on Response to Intervention, American Institutes for Research. https://mtss4success.org/
6.
AverillO. H.RinaldiC. (2011). Research brief: Multi-tier system of supports (MTSS). Urban Special Education Leadership Collaborative, 1-6.
7.
BatscheG. (2014). Multi-tiered system of supports for inclusive schools. In McLeskeyJ.WaldronN. L.SpoonerF.AlgozzinB. (Eds.), Handbook of effective inclusive schools (pp. 193–206). Routledge.
8.
BurkeK. M.RaleyS. K.ShogrenK. A.HagiwaraM.Mumbardó-AdamC.UyanikH.BehrensS. (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
9.
*BurkeK. M.ShogrenK. A.AntoshA. A.LaPlanteT.MastersonL. H. (2020). Implementing the SDLMI with students with significant support needs during transition planning. Career Development and Transition for Exceptional Individuals, 43(2), 115–121. https://doi.org/10.1177/2165143419887858
10.
*BurkeK. M.ShogrenK. A.CarlsonS. (2021). Examining types of goals set by transition-age students with intellectual disability. Career Development and Transition for Exceptional Individuals, 44(3), 135–147. https://doi.org/10.1177/2165143420959055
CookB. G.OdomS. L. (2013). Evidence-based practices and implementation science in special education. Exceptional Children, 79(2), 135–144. https://doi.org/10.1177/001440291307900201
13.
CushingL. S.ClarkN. M.CarterE. W.KennedyC. H. (2005). Access to the general education curriculum for students with significant cognitive disabilities. TEACHING Exceptional Children, 38(2), 6–13. https://doi.org/10.1177/004005990503800201
14.
DymondS. K.RenzagliaA.GilsonC. L.SlagorM. T. (2007). Defining access to the general curriculum for high school students with significant cognitive disabilities. Research and Practice for Persons with Severe Disabilities, 32(1), 1–15. https://doi.org/10.2511/rpsd.32.1.1
15.
EnglishD.CushingE.TherriaultS.RasmussenJ. (2017). College and career readiness begins with a well-rounded education: Opportunities under the Every Student Succeeds Act. College & Career Readiness & Success Center at American Institutes for Research.
16.
Every Student Succeeds Act, § 6613. (2015).
17.
HagiwaraM.ShogrenK.LekoM. (2017). Reviewing research on the Self-Determined Learning Model of Instruction: Mapping the terrain and charting a course to promote adoption and use. Advances in Neurodevelopmental Disorders, 1(1), 3–13. https://doi.org/10.1007/s41252-017-0007-7
18.
HayesL.HoldheideL. (2016). Educator evaluation 3.0: Leveraging educator evaluation systems to improve outcomes for students with disabilities. The University of Texas at Austin.
19.
I-MTSS Research Network. (n.d.). Overview: Integrated multi-tiered system of support. https://mtss.org/overview/
20.
Individuals with Disabilities Education Improvement Act, §1414. (2004).
21.
*KellyJ. R.ShogrenK. 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(1), 27–40. https://doi.org/10.1177/1063426612470515
22.
KiresukT. J.SmithA.CardilloJ. E. (1994). Goal Attainment Scaling: Applications, theory, and measurement. Lawrence Erlbaum.
23.
KurthJ. A.MorningstarM. E.KozleskiE. B. (2014). The persistence of highly restrictive special education placements for students with low-incidence disabilities. Research and Practice for Persons with Severe Disabilities, 39(3), 227–239. https://doi.org/10.1177/1540796914555580
24.
LaneK. L.OakesW. P.MenziesH. M. (2014). Comprehensive, integrated, three-tiered models of prevention: Why does my school—and district—need an integrated approach to meet students’ academic, behavioral, and social needs?Preventing School Failure, 58(3), 121–128. https://doi.org/10.1080/1045988X.2014.893977
25.
*LeeS. H.WehmeyerM. L.PalmerS. B.SoukupJ. H.LittleT. D. (2008). Self-determination and access to the general education curriculum. The Journal of Special Education, 42(2), 91–107. https://doi.org/10.1177/0022466907312354
26.
MartinJ. E.MarshallL. H. (1994). ChoiceMaker self-determination transition assessment and curriculum. University of Colorado at Colorado Springs, Center for Educational Research.
27.
MazzottiV. L.RoweD. A.KwiatekS.VoggtA.ChangW.-H.FowlerC. H.PoppenM.SinclairJ.TestD. W. (2021). Secondary transition predictors of postschool success: An update to the research base. Career Development and Transition for Exceptional Individuals, 44(1), 47–64. https://doi.org/10.1177/2165143420959793
28.
*McGlashing-JohnsonJ.AgranM.SitlingtonP.CavinM.WehmeyerM. (2003). Enhancing the job performance of youth with moderate to severe cognitive disabilities using the Self-Determined Learning Model of Instruction. Research and Practice for Persons with Severe Disabilities, 28(4), 194–204. https://doi/org/10.2511/rpsd.28.4.194
29.
McIntoshK.GoodmanS. (2016). Integrated multi-tiered systems of support: Blending RTI and PBIS. The Guilford Press.
30.
MorningstarM. E.LombardiA.TestD. (2018). Including college and career readiness within a multitiered systems of support framework. AERA Open, 4(1), 1–11. https://doi.org/10.1177/2332858418761880
*PalmerS. B.WehmeyerM. L.GipsonK.AgranM. (2004). Promoting access to the general curriculum by teaching self-determination skills. Exceptional Children, 70(4), 427–439. https://doi.org/10.1177/001440290407000403
33.
PrasseD. P.BreunlinR. J.GirouxD.HuntJ.MorrisonD.ThierK. (2012). Embedding multi-tiered system of supports/response to intervention into teacher preparation. Learning Disabilities: A Contemporary Journal, 10(2), 75–93.
34.
PulosJ. M.PeltierC.Williams-DiehmK. L.MartinJ. E. (2020). Promoting academic and nonacademic behaviors in students with EBD using the Self-Determined Learning Model of Instruction: A mathematics example. Beyond Behavior, 29(3), 162–173. https://doi.org/10.1177/1074295619871009
35.
RaleyS. K.Mumbardó-AdamC.ShogrenK. A.Simó-PinatellaD.GinéC. (2018). Curricula to teach skills associated with self-determination: A review of existing research. Education and Training in Autism and Developmental Disabilities, 53(4), 353–362. https://www.jstor.org/stable/10.2307/26563478
36.
*RaleyS. K.ShogrenK. A.BrunsonL.GragoudasS.ThomasK. R.PaceJ. R. (2022). Examining the impact of implementation supports on goals set by students in inclusive, secondary classes. Exceptionality, 30(5), 324–339. https://doi.org/10.1080/09362835.2021.1938056
37.
RaleyS. K.ShogrenK. A.McDonaldA. (2018a). How to implement the Self-Determined Learning Model of Instruction in inclusive general education classrooms. TEACHING Exceptional Children, 51(1), 62–71. https://doi.org/10.1177/0040059918790236
38.
*RaleyS. K.ShogrenK. A.McDonaldA. (2018b). Whole-class implementation of the Self-Determined Learning Model of Instruction in inclusive high school mathematics classes. Inclusion, 6(3), 164–174. https://doi.org/10.1352/2326-6988-6.3.164
39.
*RaleyS. K.ShogrenK. A.RifenbarkG. G.LaneK. L.PaceJ. R. (2021). The impact of the Self-Determined Learning Model of Instruction on student self-determination in inclusive, secondary classrooms. Remedial and Special Education, 42(6), 363–373. https://doi.org/10.1177/0741932520984842
40.
*RaleyS. K.ShogrenK. A.RifenbarkG. G.ThomasK.McDonaldA. F.BurkeK. M. (2020). Enhancing secondary students’ goal attainment and self-determination in general education mathematics classes using the Self-Determined Learning Model of Instruction. Advances in Neurodevelopmental Disorders, 4, 1–13. https://doi.org/10.1007/s41252-020-00152-z
41.
RoweD. A.MazzottiV. L.FowlerC. H.TestD. W.MitchellV. J.ClarkK. A.HolzbergD.OwensT. L.RusherD.Seaman-TullisR. L.GushanasC. M.CastleH.ChangW.-H.VoggtA.KwiatekS.DeanC. (2021). Updating the secondary transition research base: Evidence- and research-based practices in functional skills. Career Development and Transition for Exceptional Individuals, 44(1), 28–46. https://doi.org/10.1177/2165143420958674
42.
RoweD. A.MazzottiV. L.SinclairJ. (2015). Strategies for teaching self-determination skills in conjunction with the common core. Intervention in School and Clinic, 50(3), 131–141. https://doi.org/10.1177/1053451214542043
43.
SchalockR. L.Borthwick-DuffyS. A.BradleyV. J.BuntinxW. H.CoulterD. L.CraigE. M.GomezS. C.LachapelleY.LuckassonR.ReeveA. (2010). Intellectual disability: Definition, classification, and systems of supports. ERIC.
44.
ScottL. A.ThomaC. A.GokitaT.BrunoL.RuizA. B.BrendliK.TaylorJ. P.VitulloV. (2021). I’m trying to make myself happy: Black students with intellectual and developmental disabilities and families on promoting self-determination during transition. Inclusion, 9(3), 170–188. https://doi.org/10.1352/2326-6988-9.3.170
45.
*ShogrenK. A.BurkeK. M.AndersonM. H.AntoshA. A.WehmeyerM. L.LaPlanteT.ShawL. 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
46.
*ShogrenK. A.BurkeK. M.AntoshA.WehmeyerM. L.LaPlanteT.ShawL. A.RaleyS. K. (2019). Impact of the Self-Determined Learning Model of Instruction on self-determination and goal attainment in adolescents with intellectual disability. Journal of Disability Policy Studies, 30(1), 22–34. https://doi.org/10.1177/1044207318792178
47.
*ShogrenK. A.HicksT. A.BurkeK. M.AntoshA.LaplanteT.AndersonM. H. (2020). Examining the impact of the SDLMI and whose future is it? Over a two-year period with students with intellectual disability. American Journal on Intellectual and Developmental Disabilities, 125(3), 217–229. https://doi.org/10.1352/1944-7558-125.3.217
48.
*ShogrenK. A.HicksT. A.RaleyS. K.PaceJ. R.RifenbarkG. G.LaneK. L. (2021). 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/10.1177/0022466920950264
49.
*ShogrenK. A.PalmerS. B.WehmeyerM. L.Williams-DiehmK.LittleT. 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/10.1177/0741932511410072
50.
ShogrenK. A.RaleyS. K.BurkeK. M.WehmeyerM. L. (2019). The Self-Determined Learning Model of Instruction teacher’s guide. Kansas University Center on Developmental Disabilities.
51.
*ShogrenK. A.ScottL. A.HicksT. A.RaleyS. K.HagiwaraM.PaceJ. R.GerasimovaD.AlsaeedA.KiblenJ. C. (2021). Exploring self-determination outcomes of racially and ethnically marginalized students with disabilities in inclusive, general education classrooms. Inclusion, 9(3), 189–205. https://doi.org/10.1352/2326-6988-9.3.189
52.
ShogrenK. A.WehmeyerM. L. (2017). Self-Determination Inventory: Student report. Kansas University Center on Developmental Disabilities.
53.
ShogrenK. A.WehmeyerM. L.LaneK. L. (2016). Embedding interventions to promote self-determination within multitiered systems of supports. Exceptionality, 24(4), 213–224. https://doi.org/10.1080/09362835.2015.1064421
54.
ShogrenK. A.WehmeyerM. L.PalmerS. B.Forber-PrattA. J.LittleT. J.LopezS. (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
55.
WehmeyerM. L.LawrenceM.KelchnerK.PalmerS. B.GarnerN. W.SoukupJ. (2004). Whose future is it anyway? A student-directed transition planning process (2nd ed.). Beach Center on Disability.
56.
*WehmeyerM. L.PalmerS. B.AgranM.MithaugD. E.MartinJ. E. (2000). Promoting causal agency: The Self-Determined Learning Model of Instruction. Exceptional Children, 66(4), 439–453. https://doi.org/10.1177/001440290006600401
57.
*WehmeyerM. L.ShogrenK. A.PalmerS. B.Williams-DiehmK. L.LittleT. D.BoultonA. (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
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
