Evaluating the Differential Impact of Interventions to Promote Self-Determination and Goal Attainment for Transition-Age Youth with Intellectual Disability

This study examined the differential impact of implementing the Self-Determined Learning Model of Instruction (SDLMI) alone with implementing the SDLMI combined with Whose Future Is It? with transition aged students with intellectual disability in a cluster randomized trial in the state of Rhode Isl...

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Bibliographic Details
Published in:Research and practice for persons with severe disabilities 2018-09, Vol.43 (3), p.165-180
Main Authors: Shogren, Karrie A., Burke, Kathryn M., Anderson, Mark H., Antosh, Anthony A., Wehmeyer, Michael L., LaPlante, Terri, Shaw, Leslie A.
Format: Article
Language:English
Subjects:
Elementary School Students
Goal Orientation
Intellectual Disability
Intervention
Late Adolescents
Outcomes of Education
Program Evaluation
Program Implementation
Secondary School Students
Self Determination
Supported Employment
Transitional Programs
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Summary:This study examined the differential impact of implementing the Self-Determined Learning Model of Instruction (SDLMI) alone with implementing the SDLMI combined with Whose Future Is It? with transition aged students with intellectual disability in a cluster randomized trial in the state of Rhode Island. The state of Rhode Island is implementing systemic change in transition services and supports under the auspices of a Consent Decree entered into by the state with the U.S. Department of Justice. One area of focus is promoting self-determination during transition planning in the school context as a means to affect employment trajectories. This study focused on the impact of self-determination instruction on self-determination outcomes while youth were still in school, given research establishing a relationship between self-determination and employment outcomes. Latent mediation models suggested that students in the SDLMI-only group reported significant increases in their self-determination scores from baseline to the end of the year, and teachers of students in the SDLMI-only group saw students’ goal attainment as predicting change in self-determination over the course of the year. Teachers reported significant changes in student self-determination in the SDLMI + Whose Future Is It? group. Implications for individualizing interventions to teach skills associated with self-determination in the context of planning and setting goals for the transition to integrated employment are discussed.
ISSN:1540-7969
2169-2408
DOI:10.1177/1540796918779775