This article reports the results of a follow-up analysis 779 students with disabilities who participated in group-randomized, control group studies designed to examine efficacy self-determination interventions secondary school relationship between status when exiting high and adult outcomes 1 2 years post-high school. Findings suggest that upon predicts positive domains achieving employment community access year post-school, exposure may lead more stability student over time. The complexity...

Previous research reported differences in student self-determination based on disability status. Specifically, students without disabilities consistently self-report higher compared with their peers disabilities, suggesting differential opportunities and supports for exist within school contexts. To further examine potential self-determination, the present study examined impact of an evidence-based practice designed to promote Self-Determined Learning Model Instruction (SDLMI), outcomes when...

Daily living skills (DLS) are crucial to the postschool success of all students with disabilities. However, there discrepancies in opportunities and supports for development DLS intellectual disability autism. In this pre-registered study, we used data from National Longitudinal Transition Study 2012 create a latent construct examine its relationship economic hardship. Results indicated autism had lowest level compared high-incidence Non-White faced higher levels hardship White students....

The purpose of this study was to examine responses from high school students with ( n = 356) and without 1,599) an individualized education program (IEP) on 11 independent living skills (ILS) items taken a broader college career readiness assessment. Results indicated significant differences in ILS proficiency based IEP status. Specifically, IEPs self-rated lower across all items. Students the most similarly community participation differed technology use. There were also notable...

This study compared five common multilevel software packages via Monte Carlo simulation: HLM 7, M plus 7.4, R (lme4 V1.1-12), Stata 14.1, and SAS 9.4 to determine how the programs differ in estimation accuracy speed, as well convergence, when modeling multiple randomly varying slopes of different magnitudes. Simulated data included population variance estimates, which were zero or near for two random slopes. Generally, yielding admissible solutions, all produced comparable reasonably...

Independent living skills (ILS) are crucial for the post-school success of students with disabilities. In this systematic literature review, we examined ILS interventions secondary and postsecondary education intellectual disability or autism ranging from ages 13–24 years. Forty-two articles met inclusion criteria were examined. Findings indicated most frequent intervention method used was prompting followed by video modeling/prompting. Technology modality to deliver interventions. The...

The purpose of this study was to establish construct validity a college and career readiness measure using sample youth with ( n = 356) without 1,599) disabilities from five high schools across three U.S. states. We established content through expert item review, structural initial field-testing, convergent by correlating domain scores school academic behavioral data. A four-factor measurement model emerged representing the domains Ownership Learning, Academic Engagement Processes,...

Nonacademic skills related to college and career readiness (CCR) have become more prevalent in the literature as proposed conceptual models frameworks, yet little empirical research exists their support. We employed latent variable modeling empirically test a previously six-domain framework of CCR for adolescents with without disabilities. Results support four specific factors CCR: Academic Engagement, Critical Learning Processes, Mind-Set, Transition Knowledge. Using bifactor model, we...

This article analyzes the reliability and factor structure of Self-Determination Inventory: Adult Report (SDI:AR) in adults with without intellectual disability. There is a critical need for contemporary assessment tools given emphasis on self-determination outcomes disability supports services. The findings suggest that same set items can be used across However, there are significant differences overall disability, scoring lower SDI:AR. Implications research practice discussed.

In this study, we examined college and career readiness (CCR) support for students with without disabilities using data from the National Longitudinal Transition Study 2012. We selected variables relevant to CCR focused on interaction of disability, race ethnicity, household income across a range disability categories, including those individualized education programs 504 plans, as well disabilities. Overall, analyzed 19 groups representing these intersectional characteristics. Our findings...

Secondary data analyses occur when new are proposed for existing data. Although they prevalent in special education research, there is little guidance on how to prepare secondary studies. Preregistration of studies provides a nice opportunity and structure fellow researchers share innovative questions analytic approaches sets as well increase transparency. In this manuscript, we (a) describe quality indicators consistent with open science practices (b) provide applied examples these from...

A major instructional focus of interventions designed to promote self-determination, such as the Self-Determined Learning Model Instruction (SDLMI), is engage students in learning set their goals, identify action plans, and evaluate performances. However, little known about how define goal attainment outcomes, or degree which teachers agree on goals using SDLMI inclusive general education classes. This study examined relation between student teacher ratings during first semester a...

Abstract This study explores the psychometric properties of Self-Determination Inventory: Student Report (SDI:SR) in students with intellectual and developmental disabilities (IDD) without China. The paper-and-pencil version SDI:SR Chinese Translation (SDI:SR Chinese) was used to explore self-determination across IDD (n = 245) 315) from 16 schools six cities We examined factor structure measure, conducted analysis measurement invariance, compared latent means disabilities. Findings suggest...

The Self-Determination Inventory: Student Report (SDI: SR) was developed to measure the self-determination of adolescents and recently validated for students aged 13–22 with without disabilities across diverse racial/ethnic backgrounds. SDI: SR is aligned Causal Agency Theory its theoretical conceptualizations self-determined action. validation undertaken in two forms: online, computer-based paper-and-pencil. present study examined overall scores student participants (with disabilities) who...

Differences in perceptions of disability between students and administrators can play a role youth’s educational experience. This study used data from cluster randomized controlled trial (C-RCT) the Self-Determined Learning Model Instruction (SDLMI) to first compare student self-report status matched administrative second examine impact source utilized on outcomes. The findings demonstrate substantive gaps self-reports reports disability. While some differences might be expected, size is...

Abstract Background Self‐determination develops across the life course and plays an important role in lives of people with disabilities throughout childhood, adolescence, into adulthood. is also assumed to be enduring characteristic which can meaningfully assessed over time development. Further, researchers have consistently found that personal factors, such as age, gender, race/ethnicity, disability status may impact development expression self‐determination for disabilities. Recently,...

In recent policy initiatives focused on college and career readiness, Grit is often lumped with other noncognitive skills deemed as important. Yet, very little known about the relationship between disability among adolescents. this study, we examine measurement invariance of scale in a sample adolescents without disabilities ( n = 5,039). Findings show functions similarly for students disabilities, Perseverance factor significantly predicted grade point average both groups. Implications...

Abstract There has been an increased focus on the tenets of implementation science in special education research, namely degree to which interventions are implemented as intended (i.e., fidelity implementation) and factors that influence implementation. For complex interventions, such Self-Determined Learning Model Instruction (SDLMI), there is ongoing need refine conceptualizations it inclusive educational contexts. Therefore, purpose this paper two-fold: (1) describe a framework for...

In this study, we sought to understand the contexts, experiences, and needs among a sample of U.S. secondary education stakeholders inform both theoretical framework policy contexts underpinning college career readiness (CCR). Results confirmed theoretically constructed academic non-academic CCR skills, with participants offering descriptions that validated extended framework. addition, provided critical understandings educational in which occurs, constraints facilitative influences...

In this registered report, we examined interrelationships between established constructs of self-determination and economic hardship using data from the National Longitudinal Transition Study 2012 (NLTS2012). We tested hypothesized factor structure selected NLTS2012 items assessing associated with (i.e., autonomy, psychological empowerment, self-realization) full sample youth without disabilities. Using latent variable modeling, explored among these across disability race/ethnicity groups....

This study investigates the impact of an online transition curriculum embedded with literacy strategies on reading outcomes for secondary students in grades 9–12 across two states. The quasi-experimental pretest/posttest design had a sample 338 and without disabilities utilized AIMS Web Maze Test 8th Grade Reading Prompts to measure gain scores comprehension. Multilevel linear modeling methods were used examine effects intervention nested within teachers. Findings show that while both groups...