ATTENTION: The software behind KU ScholarWorks is being upgraded to a new version. Starting July 15th, users will not be able to log in to the system, add items, nor make any changes until the new version is in place at the end of July. Searching for articles and opening files will continue to work while the system is being updated.
If you have any questions, please contact Marianne Reed at mreed@ku.edu .
The impact of the Self-Determined Learning Model of Instruction on student self-determination
dc.contributor.author | Wehmeyer, Michael L. | |
dc.contributor.author | Shogren, Karrie A. | |
dc.contributor.author | Palmer, Susan B. | |
dc.contributor.author | Williams-Diehm, Kendra | |
dc.contributor.author | Little, Todd D. | |
dc.contributor.author | Boulton, Aaron Jacob | |
dc.date.accessioned | 2013-04-09T21:02:24Z | |
dc.date.available | 2013-04-09T21:02:24Z | |
dc.date.issued | 2012 | |
dc.identifier.citation | Wehmeyer, Michael L., et al. (2012) The impact of the Self-Determined Learning Model of Instruction on student self-determination. Exceptional Children, 78(2), 135-153. | |
dc.identifier.uri | http://hdl.handle.net/1808/10985 | |
dc.description | This is the publisher's version, also found here: http://cec.metapress.com/content/c5n78j60w945vk2x/?p=9b7820f03e7c4a37be218efe08d17483&pi=0 | |
dc.description.abstract | Promoting self-determination has become a best practice in special education. There remains, however, a paucity of causal evidence for interventions to promote self-determination. This article presents the results of a group-randomized, modified equivalent control group design study of the efficacy of the Self Determined Learning Model of Instruction (SDLMI, Wehmeyer, Palmer, Agran, Mithaug, & Martin, 2000) to promote self-determination. The authors used data on self-determination using multiple measures collected with 312 high school students with cognitive disabilities in both a control and a treatment group to examine the relationship between the SDLMI and self-determination. After determining strong measurement invariance for each latent construct, they found significant differences in latent means across measurement occasions and differential effects attributable to the SDLMI. This was true across disability category, though there was variance across disability populations. | |
dc.language.iso | en_US | |
dc.publisher | Council for Exceptional Children | |
dc.title | The impact of the Self-Determined Learning Model of Instruction on student self-determination | |
dc.type | Article | |
kusw.kuauthor | Wehmeyer, Michael L. | |
kusw.kuauthor | Palmer, Susan B. | |
kusw.kuauthor | Boulton, Aaron | |
kusw.kudepartment | Department of Special Education | |
kusw.oastatus | fullparticipation | |
kusw.oaversion | Scholarly/refereed, publisher version | |
kusw.oapolicy | This item meets KU Open Access policy criteria. | |
dc.rights.accessrights | openAccess |