Impact of the Self-Determined Learning Model of Instruction on student self-determination: A randomized-trial placebo control group study

2011

Michael Wehmeyer
[email protected]
785-864-0723

Promoting self-determination has become best practice in special education. There remains, however, a paucity of causal evidence for interventions to promote self-determination. We conducted a group-randomized, modified equivalent control group design study of the efficacy of the Self-Determined Learning Model of Instruction to promote self-determination. Data on self-determination using multiple measures was collected with 312 high school students with cognitive disabilities in both a control and treatment group. We examined the relationship between the SDLMI and self-determination using structural equation modeling. After determining strong measurement invariance for each latent construct, we 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.

Self-Determination, Self-Determined Learning Model of Instruction, Randomized Trial, Cognitive Disabilities

Peer-reviewed publications in scholarly journals submitted

Professionals

Electronic (disc, CD, 508 compliant web posting)

N/A