Improving Self-Determination Skills in Secondary Students with High-functioning Autism: An Evaluation Using the Self-Determination Learning Model of Instruction

摘要

This research study investigates the use of the Self-Determined Learning Model of Instruction as a strategy to improve self-determination skills and workforce readiness skills for students' with Asperger syndrome and high- functioning autism spectrum disorder. This study evaluates the effectiveness of integrating SDLMI into classroom instruction toudimprove self-determination skills. Mixed quantitative and qualitative methods such as pre-and post-assessment, surveys, and artifacts of students’ work answer several research questions. The data provided through this research study will provide direction forudpractitioners designing effective strategies for improving self-determinations skills of students with high-functioning autism spectrum disorders and those previously diagnosed as having Asperger syndrome.