This study examined the differential impact of implementing the Self-Determined Learning Model of Instruction (SDLMI) alone with implementing the SDLMI combined with Whose Future Is It? with transition aged students with intellectual disability in a cluster randomized trial in the state of Rhode Island. The state of Rhode Island is implementing systemic change in transition services and supports under the auspices of a Consent Decree entered into by the state with the U.S. Department of Justice. One area of focus is promoting self-determination during transition planning in the school context as a means to affect employment trajectories. This study focused on the impact of self-determination instruction on self-determination outcomes while youth were still in school, given research establishing a relationship between self-determination and employment outcomes. Latent mediation models suggested that students in the SDLMI-only group reported significant increases in their self-determination scores from baseline to the end of the year, and teachers of students in the SDLMI-only group saw students’ goal attainment as predicting change in self-determination over the course of the year. Teachers reported significant changes in student self-determination in the SDLMI + Whose Future Is It? group. Implications for individualizing interventions to teach skills associated with self-determination in the context of planning and setting goals for the transition to integrated employment are discussed.

中文翻译：

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评估干预措施的不同影响，以促进智障过渡期青年的自决和目标实现

本研究考察了单独实施自主学习教学模型 (SDLMI) 与实施 SDLMI 与谁的未来相结合的不同影响？在罗德岛州的一项整群随机试验中与患有智力障碍的过渡年龄学生。在该州与美国司法部签署的同意令的支持下，罗德岛州正在对过渡服务和支持实施系统性变革。一个重点领域是在学校环境中的过渡规划期间促进自决，以此作为影响就业轨迹的一种手段。这项研究的重点是自决教学对青年还在上学时自决结果的影响，鉴于研究建立了自决与就业结果之间的关系。潜在中介模型表明，仅 SDLMI 组的学生报告称，从基线到年底，他们的自决分数显着增加，仅 SDLMI 组学生的教师将学生的目标实现视为自我改变的预测- 一年中的决定。教师报告了 SDLMI 中学生自决的显着变化 + 谁的未来？团体。讨论了在规划和设定向综合就业过渡的目标的背景下，个性化干预以教授与自决相关的技能的意义。潜在中介模型表明，仅 SDLMI 组的学生报告称，从基线到年底，他们的自决分数显着增加，仅 SDLMI 组学生的教师将学生的目标实现视为自我改变的预测- 一年中的决定。教师报告了 SDLMI 中学生自决的显着变化 + 谁的未来？团体。讨论了在规划和设定向综合就业过渡的目标的背景下，个性化干预以教授与自决相关的技能的意义。潜在中介模型表明，仅 SDLMI 组的学生报告称，从基线到年底，他们的自决分数显着增加，仅 SDLMI 组学生的教师将学生的目标实现视为自我改变的预测- 一年中的决定。教师报告了 SDLMI 中学生自决的显着变化 + 谁的未来？团体。讨论了在规划和设定向综合就业过渡的目标的背景下，个性化干预以教授与自决相关的技能的意义。教师报告了 SDLMI 中学生自决的显着变化 + 谁的未来？团体。讨论了在规划和设定向综合就业过渡的目标的背景下，个性化干预以教授与自决相关的技能的意义。教师报告了 SDLMI 中学生自决的显着变化 + 谁的未来？团体。讨论了在规划和设定向综合就业过渡的目标的背景下，个性化干预以教授与自决相关的技能的意义。