Evidence-based Strategies to Support Self-Determination Skill

DevelopmentValerie L. Mazzotti, PhD

National Technical Assistance Center on Transition2016 Youth Transition Program Statewide Conference

Hood River, ORFebruary 18, 2016

Objectives• Gain knowledge of secondary transition

evidence-based 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 QuestionWhat can parents, teachers,

transition specialists, and schools do to increase the

likelihood of youth achieving positive post-school outcomes?

Positive Post-School Outcomes

In-School Predictors of Post-School Success

Evidence-Based Practices

Start with the Best Available Evidence

School, District, & State Level

Student Level

Predictors of Post-School Success

• A predictor is defined as an in-school 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

• Program of Study• Self-Determination/ Self-

Advocacy• Youth

Autonomy/Decision-Making• Goal-Setting

• Social Skills

• Student Support

• Transition Program• Vocational Education• Work Study • Self-Care/ Independent

Living Skills• Travel Skills

Research to Identify Predictors in Secondary Transition

(Mazzotti et al., 2015; Test et al., 2009)

Research to Identify Predictors in Secondary Transition• Career Awareness• Community Experiences• Exit Exam Requirements/

High School Diploma Status • Inclusion in General

Education

• Interagency Collaboration

• Occupational Courses• Paid Employment/ Work

Experience• Parent Involvement• Parent Expectations

(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 post-school 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 self-determination 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

Purposeful Planning

Effective Intervention

Effective Implementation

Positive Outcomes

for Students

Formula to Support Successful Outcomes

Adapted from Fixen & Blasé (2009)

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 EBPsLevel of Evidenc

e

Relevant Outcome

Area

Practice

Evidence-based Practices   E        

Education

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 attainmentIndependent Living

o Student-Development Practices Constant time delay to teach food preparation

and 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

E

Level of Evidenc

e

Relevant Outcome

Area

Practice

Research-based Practices  

R

Education

o 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)

R

Secondary Transition EBPs

PPromising Practices

Education

 

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

P

Secondary Transition EBPsLevel of Evidenc

e

Relevant Outcome

Area

Practice

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 decision-making power to students

Teaching students about the IEP & its use in guiding their future Remember that ALL students are

capable of participating

working

LearningLiving

2. Directly teaching skills or enhancing knowledge

3. Embedding instruction into the general curriculum For example, including goals for

writing (goal-setting) into writing class4. Person-centered Planning

Approaches for Promoting SD in Students

Self-Determination Continuum

Self-Expression

(Generalization Level)

12th Grade

Self-Expression (Proficient

Level)

11th Grade

Self-Expression (Practicing

Level)

10th Grade

Self-Awareness

Self-Acceptance

Reaching Goals

9th Grade

Self-Expression

(Novice Level)

8th Grade

Reaching Goals

7th Grade

Self-Awareness

Self-Acceptance

6th Grade

High SchoolPersonal, Academic, Postsecondary Education, Postsecondary

Employment, and Postsecondary Independent Living

Middle SchoolPersonal and Academic

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

• An instructional model that teaches students to engage in self-regulated and self-directed learning (Wehmeyer et al., 2000)

• Specific strategy for teaching self-determination skills (e.g., goal-setting, decision-making, problem-solving)

Self-Determined Learning Model of Instruction (SDLMI)

25

• 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)

Self-Determined Learning Model of Instruction (SDLMI)

26

• 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/s

elf-determination/default.aspx

Self-Determined Learning Model of Instruction (SDLMI)

SDLMI & CCSS

Part 2:Make a PLAN

Part 3:Adjust Your

GOAL

Part 1:Set a GOAL

SDLMIThe 3 parts of the

Goal Setting Lessons are:

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 4-6)

• 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 Self-Determined Learning Model of Instruction and Disruptive Behavior. Journal of Special Education, 45, 216-226.

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.

SDLMI: Teaching Procedures

Rowe, Mazzotti, & Sinclair, 2015

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.

Teaching Procedures

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 2Note: We may only make it through one lesson

Student Self-Evaluation:Teaching Procedures

See handout

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

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 Strategy

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 classes3. Get B’s or Better in classes4. Review job qualificationsIdentify a Timeline: Before graduating high school

GO 4 IT… NOW!Write a 5-7 sentence paragraph to describe your goal.

Name your TopicOrder your detailsWrap 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 self-advocacy 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/cen

ters-and-partnerships/zarrow/trasition-education-materials/me-lessons-for-teaching-self-awareness-and-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 self-advocacy

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 Self-Advocacy• Student ME! Scale • Parent/guardian YOU! Scale

Teaching Procedures: U1, L11. 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, L11. 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, L13. 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, L17. 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, L19. 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, L112.Teacher read and discuss the following scenario

about Lucy and self-advocacy. “The following story about Lucy is a good example of self-advocacy. Listen while I read. Try to identify how Lucy self-advocates 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, L113.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, L114.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 self-awareness 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.”

STUDENT EVALUATION• Completion of ME! Scale• Completed worksheet 1-1: Understanding

Self-Awareness and Self-Advocacy• Verbal participation during class

discussion

Teaching Procedures: U1, L1 Evaluation

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 non-verbal 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 5Note: 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?

Purposeful Planning

Effective Intervention

Effective Implementation

Positive Outcomes

for Students

Formula to Support Successful Outcomes

Adapted from Fixen & Blasé (2009)

Considerations for Selecting EBPs1. 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_login.php•National Autism Center http://www.nationalautismcenter.org/• Best Evidence Encyclopedia http://www.bestevidence.org/

Questions?

Contact

Valerie L. Mazzottivmazzott@uoregon.edu