Enhancing The Job Performance Of Youth With Moderate To Severe Cognitive Disabilities Using The Self-Determined Learning Model Of Instruction

Authors

Jennifer McGlashing-Johnson, University of Northern Iowa
Martin Agran, University of Northern IowaFollow
Patricia Sitlington, University of Northern IowaFollow
Michael Cavin, University of Northern IowaFollow
Michael Wehmeyer, University of KansasFollow

Document Type

Article

Keywords

Job performance, Self-determination, Transition

Journal/Book/Conference Title

Research and Practice for Persons with Severe Disabilities

Volume

28

Issue

4

First Page

194

Last Page

204

Abstract

This study investigated the effects of the Self-Determined Learning Model of Instruction on student-selected work skills for 4 students with moderate to severe disabilities. The students learned to set their own goals, develop an action plan, implement the plan, and adjust their goals and plans as needed. Three of the 4 participants achieved their self-selected goals, and 1 student did not meet the mastery criterion, but performed at a higher level during the training condition than in baseline. The results provide support for self-determination instruction for transition-age youth with moderate to severe disabilities.

Department

Department of Special Education

Original Publication Date

1-1-2003

DOI of published version

10.2511/rpsd.28.4.194

Recommended Citation

McGlashing-Johnson, Jennifer; Agran, Martin; Sitlington, Patricia; Cavin, Michael; and Wehmeyer, Michael, "Enhancing The Job Performance Of Youth With Moderate To Severe Cognitive Disabilities Using The Self-Determined Learning Model Of Instruction" (2003). Faculty Publications. 3306.
https://scholarworks.uni.edu/facpub/3306