Evidence-based Strategies to Support
Self-Determination Skill Development
Valerie L. Mazzotti, PhD
National Technical Assistance Center on Transition
2016 Youth Transition Program Statewide
Conference
Hood River, OR
February 18, 2016
Objectives
• Gain knowledge of secondary transition evidencebased practices
• Gain knowledge of how to implement two
secondary transition EBPs (i.e., Go 4 it Now Strategy,
SDLMI, ME!) with fidelity
• Gain resources to support implementation of three
secondary transition EBPs (i.e., Go 4 it Now Strategy,
SDLMI, ME!)
Transition in the 21st Century
• Ensure all youth graduate high school
prepared for college and careers
• Actively involve of general and special
education (Morningstar et al., 2012)
• Prepare lifelong learners (NASSP, 2004)
Overarching Question
What can parents, teachers, transition
specialists, and schools do to increase
the likelihood of youth achieving
positive post-school outcomes?
Start with the
Best Available Evidence
Positive Post-School
Outcomes
In-School Predictors of
Post-School Success
School,
District,
& State
Level
Evidence-Based
Practices
Student
Level
Predictors of Post-School Success
• A predictor is defined as an inschool experience, typically a
program (e.g., a work-based
learning experience) correlated
with improved post-school
outcomes.
What is a Predictor?
• Something used to forecast or tell about something
in advance of its occurrence by means of special
knowledge or inference
Research to Identify
Predictors in Secondary Transition
• Program of Study
• Transition Program
• Self-Determination/ Self- • Vocational Education
Advocacy
• Work Study
• Youth
• Self-Care/ Independent
Autonomy/DecisionLiving Skills
Making
• Goal-Setting
• Travel Skills
• Social Skills
(Mazzotti et al., 2015; Test et al., 2009)
• Student Support
Research to Identify
Predictors in Secondary Transition
• Career Awareness
• Community Experiences
• Exit Exam Requirements/
High School Diploma
Status
• Inclusion in General
Education
• Occupational Courses
• Paid Employment/ Work
Experience
• Parent Involvement
• Parent Expectations
• Interagency Collaboration(Mazzotti et al., 2015; Test et al., 2009)
Predictor:
Self-Determination/Self-Advocacy
Operational Definition:
• ability to make choices, solve problems, set goals,
evaluate options, take initiative to reach one’s
goals, and accept consequences of one's actions.
Rowe, D. A., Alverson, C. Y., Unruh, D., Fowler, C. H., Kellems, R., & Test, D. W. (2015). Operationalizing evidence-based predictors of postschool success: A Delphi study. Career Development and Transition for Exceptional Individuals, 38, 113-126. doi:
10.1177/2165143414526429
Self-Determination/Self-Advocacy:
Program Characteristics
• Utilize a student driven IEP process to allow students to
demonstrate self-awareness, goal setting, problem solving,
and self-advocacy
• Collaborate with general education teachers to embed
choices into the general curriculum and daily lessons and
provide opportunities for students to practice selfdetermination skills
• Ensure all students, including those with significant
disabilities, have a functional communication system to
engage in choice making, problem-solving, goal setting,
taking initiative to reach goals, and accepting
consequences for one’s actions
An Evidence-Based Practice (EBP) is . . .
• A teaching method (i.e.,
strategy, curriculum) used to
teach a specific skill that has
been shown to be effective
based on high-quality
research
Formula to
Support Successful Outcomes
Purposeful
Planning
Effective
Intervention
Adapted from Fixen & Blasé (2009)
Effective
Implementation
Positive
Outcomes
for
Students
Secondary Transition
Evidence-Based Practices
To Improve Academic and Functional Outcomes:
• Peer Assistance
• Technology-Based
• Self-Management
• Visual Display
• Mnemonics
• Response Prompting
• Time Delay
• Self-Determination Skills
Secondary Transition EBPs
Level of
Evidence
Relevant
Outcome Area
Practice
Student-focused Planning Practices
 Published curricula to teach student involvement in the
IEP
o Student Development (Academic, Employment, and Life
Skills) Practices
 Self-Determined Learning Model of Instruction (SDLMI) to
teach goal attainment
Employment o Student Development Practices
 Self-Determined Learning Model of Instruction (SDLMI) to
teach goal attainment
Evidencebased
Education
Practices
E
E
Independent o Student-Development Practices
 Constant time delay to teach food preparation and
Living




cooking skills
Response prompting to teach food preparation and
cooking skills
Response prompting to teach home maintenance skills
Self-Determined Learning Model of Instruction (SDLMI) to
teach goal attainment
Simulations to teach purchasing skills
Secondary Transition EBPs
Level of
Evidence
Researchbased
Practices
R
R
Relevant
Outcome
Area
Practice
o
Education
Student Development (Academic, Employment, and Life Skills) Practices
 Cover, copy, compare to each math skills
 Graduated sequence of instruction to teach math
skills
 Mnemonics to teach academic skills (math, science)
 Peer-assisted instruction to teach academic skills
(reading comprehension, math, social studies)
 Schema based instruction to teach math skills
 Self-management instruction to teach academic
skills (math)
 Strategy instruction to teach reading
comprehension, math skills
 Strategy instruction and self-monitoring to teach
reading comprehension
 Technology to teach academic skills (reading
comprehension, social studies)
Secondary Transition EBPs
Level of
Evidence
Relevant
Outcome
Area
Education
P
Promising
Practices
Practice






P








School Completion Practices
Career Academies for school completion
Job Corps for school completion
JOBSTART for school completion
Social and Behavior Intervention Programs for dropout
prevention
Student Development (Academic, Employment, and Life
Skills) Practices
Anchored instruction to teach math skills
Mnemonics to teach reading comprehension
Role play to teach science
Simultaneous prompting to teach math skills
Structured inquiry based activities to teach science
Technology to teach math skills
Time delay procedures to teach science
Visual displays to teach math skills
Approaches for Promoting SD in Students
1. Student-driven IEP and transition planning.

Making sure the student attends and is
PREPARED for participating in their IEP
meetings

Important step in transferring decisionmaking power to students

Teaching students about the IEP &
its use in guiding their future

Remember that ALL students are capable
of participating
Approaches for Promoting SD in Students
2. Directly teaching skills or enhancing knowledge
3. Embedding instruction into the general curriculum

For example, including goals for writing (goalsetting) into writing class
4. Person-centered Planning
Self-Determination Continuum
7th Grade
6th Grade
SelfAwareness
Reaching
Goals
SelfAcceptance
8th Grade
SelfExpression
(Novice
Level)
9th Grade
SelfAwareness
SelfAcceptance
10th Grade
SelfExpression
(Practicing
Level)
11th Grade
SelfExpression
(Proficient
Level)
12th Grade
SelfExpression
(Generaliza
tion Level)
Reaching
Goals
Middle School
Personal and Academic
High School
Personal, Academic, Postsecondary Education, Postsecondary
Employment, and Postsecondary Independent Living
Self-Determination Outcomes
Self-Determination Outcomes
Modeling EBPs: Strategies for Today
• Self-Determined Learning Model of Instruction
(SDLMI)
• Go 4 IT … Now!
• ME! Unit 1, Lesson 1
• ME! Unit 5, Lesson 1
Self-Determined Learning
Model of Instruction (SDLMI)
• An instructional model that teaches students
to engage in self-regulated and self-directed
learning (Wehmeyer et al., 2000)
• Specific strategy for teaching selfdetermination skills (e.g., goal-setting,
decision-making, problem-solving)
Self-Determined Learning
Model of Instruction (SDLMI)
• All levels of disability
• Ages K-12
• Free and adaptable
• Provides teachers with one method for teaching
goal-setting skills to students
• Typically taught using teacher-directed instruction
• Used to teach students with a range of disabilities
across all grade levels (Agran, Blanchard, & Wehmeyer, 2000)
25
Self-Determined Learning
Model of Instruction (SDLMI)
•
•
Self-determination skills taught:
• Goal-setting
• Problem-solving
• Decision-making
• Self-regulation/self-management
Beach Center on Disability
• http://www.beachcenter.org/education_and_training/selfdetermination/default.aspx
26
SDLMI & CCSS
SDLMI
The 3 parts of the
Goal Setting Lessons
are:
Part 1:
Set a
GOAL
Part 2:
Make a
PLAN
Part 3:
Adjust Your
GOAL
Part 1 –
Set a GOAL
Part 2 –
Make a PLAN
Part 3 –
Adjust your GOAL
Objective:
To teach students to set and attain goals
Materials:
• SDLMI script
• SDLMI worksheet
• Slides (optional)
• Data collection sheet (to assess student knowledge
of SDLMI)
• Lesson plan materials
Teaching Procedures
• Part One:
• Student identify strengths and needs, compare their
behavior with expected behavioral outcomes, and set a
goal (lessons 1-3)
• Part Two
• Students identify barriers and solutions to achieve goals,
supports to achieve goals, and finalize the plan (lessons 46)
• Part Three
• instruction includes teaching students to adjust goals
based on progress monitoring (lessons 7-8)
Mazzotti, V.L., Wood, C.L., Test, D. W., & Fowler, C. (2012). Effects of Computer-Assisted Instruction on Students’ Knowledge of the SelfDetermined Learning Model of Instruction and Disruptive Behavior. Journal of Special Education, 45, 216-226.
SDLMI: Teaching Procedures
1. Identify the objective for Part 1 by telling students that they will
work to answer the question, “What is my goal?”
2. Teach students to ask the question “What do I want to learn?”
related to instructional content (e.g., academic, behavioral).
• Give students an opportunity to identify strengths and needs.
This should include providing students opportunities to
communicate preferences and interests.
• Give students the opportunity to prioritize needs.
3. Teach students to ask themselves, “What do I know about it now?”
• Give students an opportunity to identify current knowledge,
and help students gain information about how to attain
knowledge related to instructional content.
Rowe, Mazzotti, & Sinclair, 2015
Teaching Procedures
4. Teach students to ask, “What must change for me to learn what I
don’t know?”
• Provide students with examples of how to access the
instructional content through modifications to the
environment (e.g., change in seating arrangement, use of a
dictionary) and allow them opportunities to prioritize needs
related to the instructional content.
5. Provide students with an opportunity to set a goal by answering the
question, “What is my goal?”
• Discussion can include the whole class or paired students to
facilitate discussion of identified goals and criteria for
achieving the goal.
Rowe, Mazzotti, & Sinclair, 2015
Your turn to teach (10 min)
• Assume teacher role
• The teacher will teach Lesson 1
• Student will assume the role
• After lesson 1 is complete, roles will reverse
• Teach lesson 2
Note: We may only make it through one lesson
Student Self-Evaluation:
Teaching Procedures
Modified SDLMI Part 3 Worksheet
See handout
Figure 6. Adapted SDLMI Part 3 self-evaluation form.
Go 4 IT…Now Strategy
• Specific Strategy for Teaching Self-Determination
Skills
• Used to teach students paragraph writing skills,
while simultaneously teaching them to write
personal goals and objectives, which include
components of self-determination (i.e., goal-setting,
decision-making, self-evaluation; Konrad & Test, 2004;
Konrad & Test, 2007)
GO 4 IT…Now! & CCSS
Go 4 IT…Now Strategy
Objective: To teach students to develop goals
Materials:
• Go 4 IT…Now! flash cards
• Go 4 IT…Now! Worksheet
• Go 4 IT…Now! Evaluation sheet
Go 4 IT…Now! Teaching Procedures
1. Develop and activate prior knowledge of paragraphs
• Activate prior knowledge of what comprises a good paragraph.
• Provide students with examples and non-examples of different
types of paragraphs (e.g., expository, narrative, persuasive) to
demonstrate what constitutes a good paragraph with a clear
topic sentence and several supporting sentences.
2. Develop and activate prior knowledge of present levels of
performance
• Activate students’ prior knowledge of their present levels of
performance.
• Provide students with copies of previous assessments, progress
reports, etc.
• allow students to complete self-evaluations of their academic
or behavioral performance.
Go 4 IT…Now! Teaching Procedures
3. Introduce, model, and memorize the strategy.
• Introduce the Go 4 IT…Now! strategy.
• Teach students to write a Goal statement (topic sentence)
and 4 Objectives (supporting details) and to Identify a
Timeline.
• The “NOW” portion of the strategy can be used to write a
variety of paragraphs:
• Name your topic,
• Order the details, and
• Wrap it up and restate the topic.
• Next, model the strategy with a “think aloud” process,
using your own goals and objectives. Using choral
responding paired with flash card practice, assist students
in memorizing the Go 4 IT…Now! mnemonic.
Go 4 IT…Now! Teaching Procedures
4. Guided practice to support strategy use.
• Support strategy use through guided practice using student
needs identified in Step 2.
• Provide students opportunities to write paragraphs with
teacher guidance, including positive and corrective feedback.
• Allow students to make revisions based on feedback prior to
moving to independent practice.
5. Independent practice to support strategy use.
• Provide students with the Go 4 IT…Now! self-evaluation
checklist to monitor and evaluate their use of the strategy.
• Allow students to practice the strategy independently using the
self-evaluation checklist.
• After students have completed the self-evaluation checklist,
review evaluation with students and allow the opportunity to
make revisions based on feedback.
GO 4 IT… NOW!
Write a 5-7 sentence paragraph to describe your goal.
Goal: to work as a computer technician for Google or
Microsoft
Objectives:
1. Find out what classes to take
2. Work with guidance to get the classes
3. Get B’s or Better in classes
4. Review job qualifications
Identify a Timeline: Before graduating high school
GO 4 IT… NOW!
Write a 5-7 sentence paragraph to describe your goal.
Name your Topic
Order your details
Wrap it up and restate topic
After high school I will work as a computer tech for Google or
Microsoft. To accomplish this goal, I will first find out what classes
to take in high school. Then I will work with my guidance
counselor to get into those classes. Next, I will get Bs or better in
my classes. Finally, I will review the job qualifications to see what
else I have to learn before graduation. This is how I will reach my
goal as a computer technician.
Your turn to practice
using Go 4 IT…Now! (10 min)
Write a goal for yourself. It should be challenging and realistic.
What should you be able to DO by the end of this conference?
They should be clear and measurable and match your needs.
I will….
To accomplish my goal I will…
• (list three things)
• We will share out how this strategy worked and how it might
work with your population of students.
Me!
Lessons for Teaching Self-Awareness & Self-Advocacy
• Students with mild to moderate disabilities
• Ages 14-21
• Free
• Purpose:
• To teach students to understand their disability
and abilities, rights and responsibilities, and selfadvocacy skills
• Students develop a portfolio to help them
transition from high school to postsecondary
settings
Me!
Lessons for Teaching Self-Awareness & Self-Advocacy
• Includes 10 units to teach critical transition
knowledge and skills
• Let’s take a look….
• http://www.ou.edu/content/education/centers-andpartnerships/zarrow/trasition-educationmaterials/me-lessons-for-teaching-self-awarenessand-self-advocacy.html
• Research and Me! Implementation
• The Data
Unit 1: Getting Started
• Purpose:
• Familiarize students with the concepts of
self-awareness and self-advocacy,
• Provide students opportunities to identify
and discuss their strengths and needs
• Help students identify questions they have
regarding self-awareness and selfadvocacy
Unit 1, Lesson 1:
Understanding Self-Awareness & Self-Advocacy
• Objectives:
• define self-awareness and self-advocacy
• identify examples of self-awareness and self-advocacy
• identify personal strengths, weaknesses, likes, and dislikes
• use retelling skills to participate in oral presentation
(Extension Activity)
• complete the ME! Scale
• Materials:
• Worksheet 1-1: Understanding Self-Awareness and SelfAdvocacy
• Student ME! Scale
• Parent/guardian YOU! Scale
Teaching Procedures: U1, L1
1. Read the student scenario to the class. This scenario is
included on the back of worksheet 1-1, for reference as
needed by students throughout Unit 1.
• T Listen: “ I will read you a short story about a high school
student named Mike. Listen carefully while I read the story.
Listen for situations in the story that are similar or different
from your experiences.”
• T reads: Mike’s scenario
2. T asks students to think about Mike’s situation. Specifically,
his classes, tests, and assignments.
• “Is there anything in Mike’s story that you can relate to your
life?”
• “What, if anything do you have in common with Mike?”
Teaching Procedures: U1, L1
1. Read the student scenario to the class. This scenario is
included on the back of worksheet 1-1, for reference as
needed by students throughout Unit 1.
• T Listen: “ I will read you a short story about a high school
student named Mike. Listen carefully while I read the story.
Listen for situations in the story that are similar or different
from your experiences.”
• T reads Mike’s scenario
2. T asks students to think about Mike’s situation. Specifically,
his classes, tests, and assignments.
• “Is there anything in Mike’s story that you can relate to your
life?”
• “What, if anything do you have in common with Mike?”
Teaching Procedures: U1, L1
3. Write the word “self-awareness” on the board in front of the
classroom.
4. Ask students what they think “self-awareness” means and
provide them an opportunity to respond.
5. Teacher provides definition of self-awareness –
• “The word “self” means “me” and the word “awareness”
means to know something, to be informed of something.”
• “Self-awareness” refers to a person knowing about himself
or herself.
6. Take a minute to write the meaning of self-awareness on your
worksheet.
Teaching Procedures: U1, L1
7. Take a minute to think of answers to the following questions:
• “What are some things you do well?
• What are some things you need to improve?
• What are things you enjoy doing? Why do you like these
things?
• What are things you dislike doing? Why do you dislike these
things?
• What is important to you? Why?”
8. Provide students time to answer the questions on their paper
Teaching Procedures: U1, L1
9. Write the word “Self-advocacy” on the board in front
of the classroom.
10.Ask students what they think “Self-advocacy” means
and provide them an opportunity to respond.
• T – “Self-advocacy refers to a person making a deliberate or
purposeful effort to speak up for his/her needs or ideas.”
11.Take a minute to write the meaning of self-advocacy
on your worksheet.
Teaching Procedures: U1, L1
12. Teacher read and discuss the following scenario about Lucy
and self-advocacy.
“The following story about Lucy is a good example of selfadvocacy. Listen while I read. Try to identify how Lucy selfadvocates during the story.”
“Lucy is a high school student who wears contacts. Even
though she wears contacts, she cannot see small things from
far away. When Lucy arrived to Algebra class on Monday, her
teacher had made a new seating chart that left Lucy sitting at
the back of the room. Lucy stayed after class to explain to her
teacher that she needed to sit closer to the front because she
could not see the board even when she wears her contacts.”
Teaching Procedures: U1, L1
13. Use the following questions to guide a class discussion about
the scenario.
• “Why was it important for Lucy to speak up for herself?
• Do you think Lucy did the right thing?
• Have you ever been in a situation that you needed
something changed in order to do your best? If so, did you
speak up for yourself?
• Was it difficult for you to speak up for yourself? Explain.
• What would you have done in Lucy’s situation?
• How could Lucy’s actions in this situation impact her
future?”
Teaching Procedures: U1, L1
14. Guide students to the table on worksheet 1-1. Have students
brainstorm ideas about when and where they might have to
self-advocate.
T – “Let’s make a list of places or situations you might need to
advocate for yourself.” (Have students answer aloud while you
write answers on overhead, chart paper, or dry erase board.)
T - ”Can you advocate for yourself if you lack self-awareness?
Why or why not?” (student response)
T - “Choose an example from the list of places/situations you
identified. Tell me something you might need to know about
yourself to advocate in that situation.” (Have students answer
aloud while you write answers on overhead, chart paper, or
dry erase board.)”
Teaching Procedures: U1, L1
15. Give each student a copy of the ME! Scale. It should typically
take students five to ten minutes to complete the scale.
T - “I am giving each of you a copy of the ME! Scale. This is not
a test, but is an important tool that you will use to learn about
yourself. Take a few minutes to answer all of the questions
listed. Again, this is not a test, but it is very important that you
answer all of the questions to the best of your ability. There are
no right or wrong answers, just answers that are true for you.”
16. Provide students with an opportunity to share their answers
or ask questions about the ME! Scale.
Teaching Procedures: U1, L1 Lesson Closure
17. Have students define self-awareness and self-advocacy aloud.
T - “Self-awareness” refers to a person knowing about himself
or herself. Things you do well. Things you need to improve.
Things you enjoy doing. Things you dislike doing.”
T - “Self-advocacy” refers to a person making a deliberate or
purposeful effort to speak up for his/her needs or ideas.
18. Ask students to identify aloud times and places that selfawareness and self-advocacy are necessary. Refer students to
the table on worksheet 1-1 if they have difficulty providing
examples.
T - “Over the next few weeks we will be working on activities to
help you increase your self-awareness and help you become an
effective self-advocate.”
Teaching Procedures: U1, L1 Evaluation
STUDENT EVALUATION
• Completion of ME! Scale
• Completed worksheet 1-1: Understanding SelfAwareness and Self-Advocacy
• Verbal participation during class discussion
Unit 5: Improving My Communication
Skills
• Purpose:
• To improve student communication skills
by providing them important strategies,
skills, and opportunities for practice and
evaluation
Unit 5, Lesson 1:
Learning How to Communicate Effectively
• Objectives:
• identify appropriate situations when they should approach
others to present information about their disability and
their needs
• distinguish between appropriate and inappropriate nonverbal communication (body language) including personal
space, eye contact, posture, etc.
• demonstrate appropriate verbal communication skills
including tone, volume, and vocabulary
• Materials:
• Worksheet 5-1: Presentation Response Form
• Video clips to analyze
• Video Camera (extension activity)
Your turn to teach (15 min)
• Assume teacher role
• The teacher will teach Lesson 1
• Student will assume the role
• After lesson 1 is complete, roles will reverse
• Teach lesson 5
Note: we may only make it through one lesson
Think-Pair-Share
• How do these strategies apply to your
classroom or school?
• Can you use any of these strategies with the
students you teach?
• Will you need to modify either of these
strategies to support implementation with
your students?
Formula to
Support Successful Outcomes
Purposeful
Planning
Effective
Intervention
Adapted from Fixen & Blasé (2009)
Effective
Implementation
Positive
Outcomes
for
Students
Considerations for Selecting EBPs
1. Did the intervention work?
2. Does the practice have evidence to support its
effectiveness (i.e., identified as evidence-based from
reputable sources, results of research described in
manual, or link to research support)?
3. Does the practice relate to predictors of post-school
success for students with disabilities?
4. Has the practice been effective for the population of
students I am working with?
5. Can the practice be individualized and adapted to fit
the unique needs of my students?
Data-based Decision Making (Detrich, 2011)
A Few Resources for EBPs
• National Technical Assistance Center on
Transition (NTACT) http://www.transitionta.org/
• National Autism Professional Development
Center
http://www.autisminternetmodules.org/user_log
in.php
• National Autism Center
http://www.nationalautismcenter.org/
• Best Evidence Encyclopedia
http://www.bestevidence.org/
Questions?
Contact
Valerie L. Mazzotti
vmazzott@uoregon.edu