Karrie Shogren
Associated IES Content
Grant
Exploring the Predictors and Outcomes of Self-Determination for Secondary Students with Disabilities Using NLTS2
Historically, students with disabilities have had poor transitions to post-school life. Promoting the development of self-determination skills in students with disabilities is considered an area of best practice in this field. However, little empirical research has explored the relationship between individual and ecological factors and self-determination. The research team will use extant data from the National Longitudinal Transition Study 2 (NLTS2) to identify individual and ecological fac...
Federal funding program:
Award number:
R324A120411
FY2013
FY2013 Special Education Peer Review Panel
FY2016
FY2016 Special Education Peer Review Panel
FY2015
FY2015 Special Education Peer Review Panel
Grant
Disentangling Intervention Practices Aligned With Motivational, Agentic, and Self Theories (MAST): An Integrative Meta-Analysis and Scoping Review
The purpose of this project is to conduct a systematic investigation of interventions for students with disabilities in kindergarten to 12th grade (K-12) that target the constructs in motivational, agentic, and self theories (MAST). Motivation theories seek to understand what drives humans to work towards particular goals. Agentic theories hold the view that humans are active contributors to, or agents of, their own behavior. Self theories focus on how humans view themselves, which shapes th...
Federal funding program:
Award number:
R324A240162
Grant
Enhancing Secondary/Transition Outcomes Using Check and Connect with the Self-Determined Learning Model of Instruction
This study will examine the initial efficacy of an intervention combining two existing evidence-based interventions, Check and Connect (C&C) and the Self-Determined Learning Model of Instruction (SDLMI), for students with disabilities who are at risk for school failure. The outcomes of interest in this study include both secondary school/transition outcomes (academic achievement, self-determination, and graduation) and postsecondary outcomes (access to and progress in postsecondary educa...
Federal funding program:
Award number:
R324A240006
Grant
Examining the Initial Efficacy of the Goal Setting Challenge App: Impacts of Technology-Delivered Self-Determination Instruction on Secondary/Transition Outcomes
The purpose of this project is to examine the initial efficacy of the Goal Setting Challenge (GSC) App, a fully developed, technology-delivered self-determination intervention. This intervention provides the core components of the self-determined learning model of instruction (SDLMI), a type of self-determination intervention usually delivered by teachers. The GSC App delivers instruction to students directly through technology. The research team will examine the impacts of the GSC App on th...
Federal funding program:
Award number:
R324A230012
Grant
Exploring relationships between college and career readiness, self-determination, and transition planning among adolescents with and without disabilities
The purpose of this project is to establish measurable constructs of college and career readiness (CCR) using extant data from the National Longitudinal Transition Study 2012 (NLTS2012). Although CCR is identified as a necessary outcome of secondary special education and transition, is not well defined for adolescents with disabilities. The research team will explore the interrelationships with previously established constructs of self-determination and transition planning, as well as school...
Federal funding program:
Award number:
R324A220274
Grant
The Self-Determined Learning Model of Instruction for Reading (SDLMI-R): Improving Outcomes of Upper Elementary Students with or At-Risk for Reading Disability
The purpose of this project is to develop and test the Self-Determined Learning Model of Instruction for Reading (SDLMI-R) to increase self-determination and reading achievement among 4th and 5th graders with or at-risk for reading disability (RD). This newly developed program will adapt the research-based SDLMI (https://selfdetermination.ku.edu/), originally designed to support secondary students in transition planning, to address a critical need for self-determination interventions for upp...
Federal funding program:
Award number:
R324A210204
Grant
Combining the Self-Determined Learning Model of Instruction and Peer Supports: Examining the Impact on Academic, Social, and Functional Outcomes for Students With Autism Spectrum Disorders
The purpose of this project is to examine the initial efficacy of a comprehensive intervention combining two research-based interventions, the Self-Determined Learning Model of Instruction (SDLMI) and Peer Supports (PS), on academic, social, and functional outcomes for secondary students with autism spectrum disorders (ASD) in inclusive general education classrooms. Efficacy studies of the SDLMI and PS have been conducted separately, establishing impacts on outcomes for students with disabil...
Federal funding program:
Award number:
R324A200007
Grant
Possible Selves and Self-Determination: Improving Transition Outcomes for High School Students with Learning Disabilities
The purpose of this study is to evaluate the efficacy of Possible Selves: Nurturing Student Motivation (PS)plus the Self-Determined Learning Model of Instruction (PS+SDLMI) for improving the academic and transition outcomes of high school students with learning disabilities (LD). Research has consistently shown that students with LD demonstrate less college and career readiness compared to students without disabilities. For example, although the number of high school graduates with LD enteri...
Federal funding program:
Award number:
R324A190011
Grant
ASPIREPlus: A Researcher-Practitioner Partnership to Promote Self-Determination and More Positive Student Outcomes
The partnership team will examine whether two programs, the Active Student Participation Inspires Real Engagement (ASPIRE) program and the Self-Determined Learning Model of Instruction (SDLMI) are associated, on their own and in combination, with increased student involvement in transition planning (planning for post-high school) in middle and high school and improved transition outcomes (post-secondary education/training, employment, and community inclusion) for students with disabilities.
Federal funding program:
Award number:
R305H190017
Grant
Promoting Teacher Use of the Supports Intensity Scale-Children's Version to Engage in Supports Planning to Enhance Access to the General Education Curriculum for Children with Intellectual Disability
The purpose of this project is to develop a professional development model to support teachers in using the results of a Supports Intensity Scale-Children's Version (SIS-C) assessment to design supplementary aids and services that promoteaccess to the general education curriculum for students with intellectual disability (ID). The model includes the SIS-C Supports Planning Process (a process that involves using the SIS-C to identify, implement, and evaluate supplementary aids and services fo...
Federal funding program:
Award number:
R324A180034
Grant
Promoting Self-Determination for Students with Disabilities: A Goal-Setting Challenge App
The purpose of this project is to develop an interactive web application, the Goal-Setting Challenge (GSC) App, to enhance goal setting and attainment skills of adolescents with high-incidence disabilities. Self-determination skills, including self-regulated problem solving, goal setting and attainment, self-monitoring, and self-evaluation, are critical for successful transitions to post-secondary and employment settings. Existing self-determination interventions, such as the Self-Determined...
Federal funding program:
Award number:
R324A180012
Grant
The Self-Determined Learning Model of Instruction: Examining the Impact of Implementation Supports on Teacher and Student Outcomes
This study will test the efficacy of varied levels of support for teachers implementing the Self-Determined Learning Model of Instruction (SDLMI). SDLMI is a research-based program designed to promote positive transition outcomes for high school students with disabilities. Previous research indicates that students whose teachers participate in professional development (PD) around SDLMI experience improved access to the general education curriculum and self-determination outcomes (e.g., inc...
Federal funding program:
Award number:
R324A170008
Grant
Promoting Positive Transition Outcomes for Students with Intellectual Disability: A Research Institution-SEA Partnership in Rhode Island
The goal of this project is to compare the effect of a single self-determination intervention, Self-Determined Learning Model of Instruction (SDLMI), to a combination of SDLMI with another intervention, Whose Future Is It Anyway (WFA), for middle and high school students with intellectual disability on self-determination and other functional, academic, and transition outcomes. The Rhode Island Department of Education (RIDE) is implementing self-determination interventions statewide to addres...
Federal funding program:
Award number:
R324L160002
Grant
Assessing Self-Determination in the Era of Evidence-Based Practices: The Development and Validation of Student and Adult Measures of Self-Determination
The goal of this project was to develop and validate a self-determination assessment that can be used across students with and without disabilities. Higher levels of self-determination are related to better life outcomes for students with disabilities. Yet the current measures of self-determination available were developed in the 1990s and were developed and tested for a specific disability group. This limitation creates issues with cross-disability group comparisons of self-determination an...
Federal funding program:
Award number:
R324A130065
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