Promoting Transition Goals and Self-Determination through Student Self-Directed Learning: The Self-Determined Learning Model of Instruction

By M. Agran, Caryl Blanchard, M. Wehmeyer. Education and Training in Mental Retardation and Developmental Disabilities, 2000

149 citations recorded by the source corpus.

This article describes the field-test results of the Self-Determined Learning Model of Instruction, a model of teaching designed to enable teachers to teach students to set goals, take action on those goals, and adjust their goals and plans as needed. Nineteen students, most of whom had intellectual disabilities, participated in the field test. Seventeen of the 19 students made dramatic changes from baseline to intervention conditions, at levels that exceeded teachers' expectations. Additionally, social validation data obtained from both the students and the participating teachers supported the utility of the model. The implications of the field test are discussed.

Subfields: Clinical Psychology, Occupational Therapy, Safety Research

View Paper: https://www.semanticscholar.org/paper/4bb0d91474307b22d12d43b17eeaf45669738744

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

In Occupational Therapy

In Safety Research

Citations in the corpus

Promoting Self-Determination in Early Elementary School (2003, methodology): “, 1994) was used identically in this study and the two previous adolescent studies (Agran et al., 2000; Wehmeyer et al., 2000) to measure goal attainment and to determine model efficacy.”
Participation of Students with Moderate to Severe Disabilities in the General Curriculum: The Effects of the Self-Determined Learning Model of Instruction (2006, methodology): “Fifth, although the effects of the model have been studied across a wide variety of students with varying severity and types of disabilities (see Agran et al., 2000; Palmer et al., 2004; Wehmeyer et al., 2003), there has been limited research conducted on the effects of the model with students who…”
Increasing the Problem-Solving Skills of Students with Developmental Disabilities Participating in General Education (2002, background): “Last, Agran, Blanchard, and Wehmeyer (2000) taught 19 students with mild to severe mental retardation to solve a variety of problems relating to their transition programs (e.g., arranging for transportation to job training site, following directions).”
A Meta-Analysis of Interventions to Promote Self-Determination for Students With Disabilities (2018, background): “Participants across studies included children and adolescents ranging from 5 (Palmer & Wehmeyer, 2003) to 21 years (Agran & Wehmeyer, 2000).”