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dc.contributor.advisorAntia, Shirinen_US
dc.contributor.authorSpolsky, Sonya Christine
dc.creatorSpolsky, Sonya Christineen_US
dc.date.accessioned2015-01-26T20:41:29Z
dc.date.available2015-01-26T20:41:29Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/10150/338894
dc.description.abstractPromoting student self-determination has been identified as best practice in special education as an effective way to promote goal attainment and successful post school outcomes for students with disabilities. There have been, however, limited evaluations of the effects of interventions to promote self-determination with students who are deaf or hard-of-hearing. This study reports finding from a quasi-experimental switching replication study examining the impact of intervention using the Self-Determined Learning Model of Instruction on student self-determination and goal attainment for students who are deaf or hard-of-hearing. Findings within this study using the current research design and limited sample do not support the efficacy of the model for differential goal attainment and goal attainment facilitation by Group assignment but students who are classified as DHH were able to set goals and attain these at a better than expected level of progress. Measures of self-determination used in this study proved to have good internal reliability with students who have various levels of hearing loss and who use various modes of communication.
dc.language.isoen_USen
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectgoal attainmenten_US
dc.subjecthard-of-hearingen_US
dc.subjectself-determinationen_US
dc.subjectdeafen_US
dc.subjectSpecial Educationen_US
dc.titleThe Effects of the Self-Determined Learning Model of Instruction on the Self-Determination and Goal Attainment of Deaf and Hard-of-Hearing Middle School and High School Studentsen_US
dc.typetexten
dc.typeElectronic Dissertationen
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.contributor.committeememberAntia, Shirinen_US
dc.contributor.committeememberErin, Janeen_US
dc.contributor.committeememberMacFarland, Stephanieen_US
dc.contributor.committeememberPalmer, Susanen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpecial Educationen_US
thesis.degree.nameEd.D.en_US
refterms.dateFOA2018-06-19T07:53:40Z
html.description.abstractPromoting student self-determination has been identified as best practice in special education as an effective way to promote goal attainment and successful post school outcomes for students with disabilities. There have been, however, limited evaluations of the effects of interventions to promote self-determination with students who are deaf or hard-of-hearing. This study reports finding from a quasi-experimental switching replication study examining the impact of intervention using the Self-Determined Learning Model of Instruction on student self-determination and goal attainment for students who are deaf or hard-of-hearing. Findings within this study using the current research design and limited sample do not support the efficacy of the model for differential goal attainment and goal attainment facilitation by Group assignment but students who are classified as DHH were able to set goals and attain these at a better than expected level of progress. Measures of self-determination used in this study proved to have good internal reliability with students who have various levels of hearing loss and who use various modes of communication.


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