Effects of The Self- Determined Learning Model of Instruction on Goal Attainment and Self-Determination for Students with Autism Spectrum Disorder Attending College

Abstract

Abstract PURPOSE This was the first study to examine the effects of the Self-Determined Learning Model of Instruction (SDLMI) on goal attainment of academic college coursework for students with autism spectrum disorder (ASD). The intervention was designed to facilitate student development, and participation in community college course settings, increase academic and vocational goal attainment and self-determined behavior, while decreasing support needs. The SDLMI has shown to be effective for teaching students with disabilities how to access the general education curriculum and increase self-determination skills to achieve academic goals. METHODS A multiple probe design across participants with four college-aged students with ASD, evaluated the effects of the intervention for three different post-secondary education (PSE) goals to show the extent to which the intervention affects participants’ ability to be more self-determined in their decision-making regarding the management of educational goals and course requirements using self-directed learning. The SDLMI Teacher’s Guide for Model Implementation was used for intervention implementation fidelity. RESULTS The study compared real time data in point-by-point agreement ratios to quantify the number of times the observers agreed in each observation to determine differences during data collection. The baseline, intervention, and maintenance sessions lasted 1 semester, and data were collected during all sessions. Results from the intervention effects showed a functional relationship (cause-effect) between the intervention and goal attainment. CONCLUSION Participants increased their ability to use self-determined behaviors to attain goals through student questions, teacher objectives, and educational supports. Self-determined behaviors increased while support needs greatly decreased.