Implementing Evidence-Based Practices to Promote Self-Determination - Lessons Learned from a State-Wide Implementation of the Self-Determined Learning Model of Instruction

Oct 15, 2026

Implementation science examines how programs are put into action to produce outcomes and offers an approach for analyzing how evidence-based practices (EBPs) are used in school settings. Effective EBP use leads to positive student outcomes. The Self-Determined Learning Model of Instruction (SDLMI) is an EBP for students with disabilities, yet scaling it state-wide with transition-age learners with intellectual and developmental disabilities creates substantial challenges. The article highlights key factors and ongoing research and practice needs.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Abstract

Evidence-based practices and the SDLMI

| rich3/z1f-etdd/z1f-etdd/z1f00119/z1f2984d19z | xppws | S 􀀂 1 | 1/2/19 | 22:07 | Art: z1f-2984 | | | --- | --- | --- | --- | --- | --- | --- | Education and Training in Autism and Developmental Disabilities, 2019, 54(1), 18 –29 © Division on Autism and Developmental Disabilities Implementing Evidence-Based Practices to Promote Self-Determination: Lessons Learned from a State-Wide Implementation of the Self-Determined Learning Model of Instruction Kathryn M. Burke, Karrie A. Shogren, Sheida K. Raley, and Michael L. Wehmeyer University of Kansas Anthony A. Antosh and Terri LaPlante Rhode Island College Abstract: Implementation science examines the process of how programs are put into action to produce outcomesand represents an emerging approach for analyzing the utilization of evidence-based practices (EBPs) in school settings. When EBPs are implemented effectively, they result in positive student outcomes. The Self-Determined Learning Model of Instruction (SDLMI) is an EBP shown to promote positive educational and postschool outcomes for students with disabilities; however, the process of implementing the SDLMI on a large-scale poses signiﬁcant challenges. We describe efforts to implement the SDLMI state-wide with transition-age students with intellectual and developmental disabilities through the lens of implementation science. Key factors and issues that need to be addressed in ongoing research and practice to further advance student outcomes are highlighted. Evidence-based practices (EBPs) are instructional methods for enhancing student outcomes that have been proven effective through quality scientiﬁc research (Cook & Cook, 2011; Cook & Odom, 2013) . In the transition ﬁeld, efforts have been made to identify EBPs that enhance school and postschool outcomes for adolescents and young adults with disabilities (National Technical Assistance Center on Transition, 2016; Test, Fowler, et al., 2009; Test, Mazzotti, et al., 2009) . Identifying EBPs, however, has little impact on student outcomes unless they are The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324L160002 to the University of Kansas. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. This work was funded in part by the Borchardt Family Fund through the University of Kansas. Correspondence concerning this article should be addressed to Kathryn M. Burke, University of Kansas, Department of Special Education, Joseph R. Pearson Hall, Room 517, 1122 West Campus Road, Lawrence, KS 66045. E-mail: [kathryn.burke@ku.edu](kathryn.burke@ku.edu) utilized in schools, and making this link between research and practice successfully has posed signiﬁcant challenges (Cook & Odom, 2013) . As Wang and Lam (2017) note, focus within educational research has shifted from deﬁning and identifying EBPs to studying implementation. The ﬁeld of implementation science (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005; Odom, 2009) has provided guidance for enhancing utilization of EBPs in natural contexts, such as school systems. However, there are acknowledged issues in transitioning from small, tightly-controlled efﬁcacy trials used to establish EBPs to large-scale implementation of EBPs (Fixsen, Blase, Metz, & Van Dyke, 2013) . The complexity of school systems, the diversity of students served, and the need to develop buy-in across system levels remain major issues that must be addressed. In this exploratory inquiry, we describe efforts to take one EBP, the Self-Determined Learning Model of Instruction (SDLMI; Shogren, Wehmeyer, Burke, & Palmer, 2017; Wehmeyer, Palmer, Agran, Mithuag, & Martin, 2000), to scale at a state-wide level using tenents of implementation science to address ongoing and persistent challenges in promoting positive 18 / Education and Training in Autism and Developmental Disabilities-March 2019

FAQs

What does implementation science focus on in the document?

It examines the process of putting programs into action to produce outcomes and analyzes how evidence-based practices are utilized in school settings.

Why is the SDLMI important, and what challenge does the article emphasize?

The Self-Determined Learning Model of Instruction is an evidence-based approach shown to support positive educational and postschool outcomes, but implementing it at a large scale poses significant challenges.

What topics does the article address to support state-level SDLMI implementation?

It discusses EBPs and the SDLMI, implementation science considerations related to the SDLMI, and issues encountered during state-level implementation that affect teacher and student outcomes.

Oct 15, 2026

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