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A draft assessment was administered to 311 youth, and item performance was evaluated using structural equation modeling and item response theory. The 50 items with strong properties were then tested for construct validity through confirmatory factor analyses, showing alignment with the developmental theoretical framework and acceptable model fit in adolescents across disability status.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Report Version  \nCareer Development and Transition for Exceptional Individuals  \n2017, Vol. 40(2) 92–103  \n© Hammill Institute on Disabilities 2015 Reprints and permissions: [sagepub.com/journalsPermissions.nav](sagepub.com/journalsPermissions.nav)[ ](sagepub.com/journalsPermissions.nav)[DOI: 10.1177/2165143415594335](DOI: 10.1177/2165143415594335)[ ](DOI: 10.1177/2165143415594335)[cdtei.sagepub.com](cdtei.sagepub.com)  \nKarrie A. Shogren, PhD 1, Michael L. Wehmeyer, PhD 1, Todd D. Little, PhD2, Anjali J. Forber-Pratt, PhD 1, Susan B. Palmer, PhD 1, and Hyojeong Seo, PhD 1  \nAbstract  \nThe purpose of this article is to describe preliminary psychometric characteristics of a student self-report measure of self-determination, the Self-Determination Inventory: Student Report version (SDI-SR), designed for youth with and without disabilities. We administered the draft assessment to 311 youth and examined item functioning using structural equation modeling and item response theory. The 50 items that demonstrated strong psychometric properties were examined for construct validity using a series of confirmatory factor analyses. Overall, the pilot measure aligned well with the theoretical framework that guided its development, demonstrating acceptable model fit in adolescents with and without disabilities. Implications for further development and practice are discussed.  \nKeywords  \nself-determination, assessment  \nPromoting the self-determination of students with disabilities is recognized as best practice in secondary education and transition services (Shogren, 2013; Test et al., 2009) . Researchers have documented the impact of interventions to promote self-determination on self-determination (Wehmeyer, Palmer, Shogren, Williams-Diehm, & Soukup, 2013; Wehmeyer et al., 2012) and postschool outcomes (Shogren, Wehmeyer, Palmer, Rifenbark, & Little, 2015) . Researchers have also found a relationship between selfdetermination and academic outcomes (Konrad, Fowler, Walker, Test, & Wood, 2007), including access to the general education curriculum (Lee, Wehmeyer, Palmer, Soukup,& Little, 2008; Shogren, Palmer, Wehmeyer, WilliamsDiehm, & Little, 2012). This body of research suggests that embedding interventions to promote self-determination in the context of the general education classroom and curriculum creates an opportunity to teach self-determination skills, and enhance academic and postschool outcomes for all students. Providing instruction in the context of the general education classroom and curriculum is logical given that the skills and attitudes associated with self-determination (e.g., goal-setting, problem-solving, self-regulation) have relevance for all students; for example, the Common Core State Standards (Council of Chief State School Officers & National Governors Association, 2011) as well as state or local education agency content standards include objectives related to goal-setting, problem-solving, and decision-making skills (Lombardi, Kowitt, & Staples, 2014; Wehmeyer, Field, Doren, Jones, & Mason, 2004) .  \nGiven the relevance of the skills and attitudes associated with self-determination for all students, there is a need for theoretical frameworks, assessment tools, and interventions to promote self-determination that are validated for adolescents with and without disabilities and can be used in inclusive school and community settings. To address this need, Shogren and colleagues (in press) introduced causal agency theory, an extension of the functional model of selfdetermination first introduced to the field of special education in the early 1990s (Wehmeyer, 1992) . The functional model of self-determination has exerted significant influence in the disability field, guiding the development of evidence-based interventions such as the self-determined learning model of instruction (Wehmeyer, Palmer, Agran, Mithaug, & Martin, 200","cbCaiogjnERnlJmo","https://ap.wps.com/l/cbCaiogjnERnlJmo","pdf",832412,12,"English","# Abstract\n## Purpose and measure (SDI-SR)\n## Participants and methods\n## Item selection and validity testing\n## Findings and implications","[{\"question\":\"What does the Self-Determination Inventory: Student Report version (SDI-SR) measure?\",\"answer\":\"It measures self-determination using a student self-report format, designed for youth with and without disabilities.\"},{\"question\":\"How was the SDI-SR draft assessment evaluated in the study?\",\"answer\":\"Item functioning was examined using structural equation modeling and item response theory.\"},{\"question\":\"What were the results of the construct validity checks?\",\"answer\":\"The 50 items with strong psychometric properties were evaluated via confirmatory factor analyses and showed acceptable model fit aligned with the theoretical framework.\"}]","Preliminary Validity and Reliability of Scores on the Self-Determination Inventory - Student Report Version - Career Development and Transition for Exceptional Individuals - 2017, Vol. 40(2) 92-103 | PDF",1792086167]