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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 0000-0002-5413-4579), Karrie A. Shogren (ORCID 0000-0001-7925-1299), Sheida K. Raley (ORCID 0000-0001-8422-1916), Kathleen N. Zimmerman, Abdulaziz Alsae, Richard Chapman
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
FullText Text:
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PubType: Academic Journal
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  Data: A Systematic Review of the Research: The Self-Determined Learning Model of Instruction within MTSS
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  Data: <searchLink fieldCode="AR" term="%22Hunter+A%2E+Matusevich%22">Hunter A. Matusevich</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5413-4579">0000-0002-5413-4579</externalLink>)<br /><searchLink fieldCode="AR" term="%22Karrie+A%2E+Shogren%22">Karrie A. Shogren</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7925-1299">0000-0001-7925-1299</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sheida+K%2E+Raley%22">Sheida K. Raley</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8422-1916">0000-0001-8422-1916</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kathleen+N%2E+Zimmerman%22">Kathleen N. Zimmerman</searchLink><br /><searchLink fieldCode="AR" term="%22Abdulaziz+Alsae%22">Abdulaziz Alsae</searchLink><br /><searchLink fieldCode="AR" term="%22Richard+Chapman%22">Richard Chapman</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Career+Development+and+Transition+for+Exceptional+Individuals%22"><i>Career Development and Transition for Exceptional Individuals</i></searchLink>. 2025 48(1):6-20.
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  Data: 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
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  Data: 15
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  Data: 2025
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  Data: Institute of Education Sciences (ED)
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Multi+Tiered+Systems+of+Support%22">Multi Tiered Systems of Support</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink>
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  Data: 10.1177/21651434231200000
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  Data: 2165-1434<br />2165-1442
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2025
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Program Implementation
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