Enhancing the Job Performance of Youth with Moderate to Severe Cognitive Disabilities Using the Self-Determined Learning Model of Instruction

This study investigated the effects of the Self-Determined Learning Model of Instruction on student-selected work skills for 4 students with moderate to severe disabilities. The students learned to set their own goals, develop an action plan, implement the plan, and adjust their goals and plans as needed. Three of the 4 participants achieved their self-selected goals, and 1 student did not meet the mastery criterion, but performed at a higher level during the training condition than in baseline. The results provide support for self-determination instruction for transition-age youth with moderate to severe disabilities.