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The authors investigated the effects of an intervention package to support five high school students with extensive support-needs to initiate and engage in recreational activities with general-education peers in their physical education classes. The intervention components were (a) assessing participants' recreational activity goals, (b) teaching(More)
Teachers seeking to promote the self-determination of their students must enable them to become self-regulated problem-solvers. This article introduces a model of teaching, The Self-Determined Learning Model of Instruction, incorporating principles of self-determination, which enables teachers to teach students to become causal agents in their own lives.(More)
The effects of selected student-directed learning strategies on the classroom behavior of six students with varying disabilities in general education were examined using a multiple baseline design across groups. Target behaviors included academic, study, and social skills. Results indicated increases in student target performance for all participants,(More)
We used a multiple-baseline-across-participants design (Kazdin, 1982) to examine the effects of self-monitoring on selected social and academic behaviors of high school students with mental retardation who were enrolled in general education classes. Target behaviors and self-monitoring strategies were individualized for participants based on input from(More)
This article describes the field-test results of the Self-Determined Learning Model of Instruction, a model of teaching designed to enable teachers to teach students to set goals, take action on those goals, and adjust their goals and plans as needed. Nineteen students, most of whom had intellectual disabilities, participated in the field test. Seventeen of(More)
Although skill in problem solving is critical to success In school and the community, as well as to promoting student self-determination, problem solving remains a neglected curriculum area for students with developmental disabilities. Using the self-determined learning model, 4 students with mental retardation or developmental disabilities were taught(More)
The 1997 amendments to IDEA mandated that individualized education programs of students with disabilities include information about student's participation and progress in the general curriculum. Although there is general agreement with the intent of the access to the general curriculum mandates to ensure that students with disabilities are held to high(More)
Peers with mild intellectual disabilities taught first aid skills to 4 students with moderate intellectual disabilities. A multiple probe design across participants was used to examine the effects of the peer teaching program during an acquisition and a partial sequential withdrawal phase. Generalization assessments were conducted in the participants' homes(More)
The 1997 amendments to the Individuals with Disabilities Education Act require that individualized education programs of students with disabilities include information about students engagement in and access to the general curriculum. The US Department of Education clearly intended this as a means to heighten expectations for students with disabilities and(More)
This study assessed the work behavior of five mentally retarded dishwashers. An ABCBC design was utilized with special educators initially observing the dishwashers (Overt measures). During the B phases these educators observed the same dishwashers' work behavior while a second group of observers, posing as kitchen laborers (coworkers), assessed work(More)