Effects of the Self-Determined Learning Model of Instruction Delivered Through Technology on the Problem-Solving Skills of Elementary Students with Autism Spectrum Disorder

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Rusher, D. (2019). Effects of the Self-Determined Learning Model of Instruction Delivered Through Technology on the Problem-Solving Skills of Elementary Students with Autism Spectrum Disorder. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

Self-determination has been identified as a predictor of post-school success for students with disabilities (Test et al., 2009); however, students with autism spectrum disorder (ASD) continue to experience poorer outcomes than their peers without disabilities in the areas of education, employment, and independent living upon leaving high school (Lipscomb et al., 2017). Providing instruction early in component skills of self-determination, particularly in the areas of self-regulation, problem-solving, and goal-setting and attainment, may offer one solution to this problem for students with ASD (Wehmeyer et al., 2010). The purpose of this study was to conduct a conceptual replication of studies by Cote et al. (2014) and Test and Rusher (2019) to determine the effects of the Self-Determined Learning of Model of Instruction (SDLMI) delivered through technology on the problem-solving ability of four elementary students with ASD. Visual analysis indicated a functional relation between the SDLMI delivered via technology and the knowledge of participants to identify a problem, set a goal, and take action. All participants maintained skills acquired 3 weeks after the intervention. Additionally, participants generalized their ability to set a goal to a novel problem scenario describing their own strengths, interests, and needs. Social significance and recommendations for practice and future research are also discussed.

Details
Author

Rusher, Dana

Title

Effects of the Self-Determined Learning Model of Instruction Delivered Through Technology on the Problem-Solving Skills of Elementary Students with Autism Spectrum Disorder

Physical Description

1 online resource (157 pages) : PDF

Date

2019

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

Self-determination has been identified as a predictor of post-school success for students with disabilities (Test et al., 2009); however, students with autism spectrum disorder (ASD) continue to experience poorer outcomes than their peers without disabilities in the areas of education, employment, and independent living upon leaving high school (Lipscomb et al., 2017). Providing instruction early in component skills of self-determination, particularly in the areas of self-regulation, problem-solving, and goal-setting and attainment, may offer one solution to this problem for students with ASD (Wehmeyer et al., 2010). The purpose of this study was to conduct a conceptual replication of studies by Cote et al. (2014) and Test and Rusher (2019) to determine the effects of the Self-Determined Learning of Model of Instruction (SDLMI) delivered through technology on the problem-solving ability of four elementary students with ASD. Visual analysis indicated a functional relation between the SDLMI delivered via technology and the knowledge of participants to identify a problem, set a goal, and take action. All participants maintained skills acquired 3 weeks after the intervention. Additionally, participants generalized their ability to set a goal to a novel problem scenario describing their own strengths, interests, and needs. Social significance and recommendations for practice and future research are also discussed.

Genre

doctoral dissertations

Subjects--Topics

Special education

Degree

Ph.D.

Keywords

ASD
Autism Spectrum Disorder
Goal-Setting
Problem-Solving
Self-Determination
Self-Determined Learning Model of Instruction

Subject Area

Special Education

Advisor(s)

Test, David

Committee Members

Lo, Ya-yu
O'Brien, Chris
Jones, Jeanneine

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2019.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Rusher_uncc_0694D_12030

Permalink

http://hdl.handle.net/20.500.13093/etd:2307