A Systematic Review of the Research: The Self-Determined Learning Model of Instruction within MTSS
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| Title: | A Systematic Review of the Research: The Self-Determined Learning Model of Instruction within MTSS |
|---|---|
| Language: | English |
| Authors: | Hunter A. Matusevich (ORCID |
| Source: | Career Development and Transition for Exceptional Individuals. 2025 48(1):6-20. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A170008 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Secondary Education |
| Descriptors: | Self Determination, Models, Students with Disabilities, Multi Tiered Systems of Support, Teaching Methods, Secondary Education, Secondary School Students, Program Implementation |
| DOI: | 10.1177/21651434231200000 |
| ISSN: | 2165-1434 2165-1442 |
| Abstract: | Self-determination is a predictor of postschool success. The importance of self-determination instruction for students with and without disabilities is increasingly being recognized. The Self-Determined Learning Model of Instruction (SDLMI) has been implemented in various settings and at various intensities with all students. Researchers have suggested a multi-tiered system of support (MTSS) framework could be used to organize self-determination instruction for all students. However, a systematic literature review to inform SDLMI implementation within MTSS has not been conducted. This systematic review examined intervention research, synthesizing key features that could inform ongoing research and practice applying an MTSS framework to self-determination instruction. Limitation and implications for research and practice are described. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1455609 |
| Database: | ERIC |
| Abstract: | Self-determination is a predictor of postschool success. The importance of self-determination instruction for students with and without disabilities is increasingly being recognized. The Self-Determined Learning Model of Instruction (SDLMI) has been implemented in various settings and at various intensities with all students. Researchers have suggested a multi-tiered system of support (MTSS) framework could be used to organize self-determination instruction for all students. However, a systematic literature review to inform SDLMI implementation within MTSS has not been conducted. This systematic review examined intervention research, synthesizing key features that could inform ongoing research and practice applying an MTSS framework to self-determination instruction. Limitation and implications for research and practice are described. |
|---|---|
| ISSN: | 2165-1434 2165-1442 |
| DOI: | 10.1177/21651434231200000 |
