What is the Kentucky Youth Advocacy Project?

• Jane Klienert, Ph.D., CCC/SLP Jane Klienert, Ph.D., CCC/SLP University of University of Kentucky/Division of Communication Kentucky/Division of Communication Disorders/College of Health SciencesDisorders/College of Health Sciences

• Beth HarrisonBeth Harrison,, MRC, ABD MRC, ABD University of University of Kentucky/Human Development InstituteKentucky/Human Development Institute

• Barney Fleming, Ph.DBarney Fleming, Ph.D. University of . University of Kentucky/Human Development InstituteKentucky/Human Development Institute

• Tracy FisherTracy Fisher, , BABA University of Kentucky/Human University of Kentucky/Human Development InstituteDevelopment Institute

• Kelly ManningKelly Manning, , BHS BHS University of Kentucky/Division University of Kentucky/Division of Communication Disordersof Communication Disorders

What is the Kentucky Youth What is the Kentucky Youth Advocacy Project?Advocacy Project?

• Two year project funded by Kentucky Council Two year project funded by Kentucky Council on Developmental Disabilities (KCDD)on Developmental Disabilities (KCDD)

• Designed to provide students ages 8-18 Designed to provide students ages 8-18 years with individualized and group activities years with individualized and group activities to support early development of self-to support early development of self-advocacy skillsadvocacy skills

• The University of Kentucky Department of The University of Kentucky Department of Communications Disorders, College of Health Communications Disorders, College of Health Sciences and the University of Kentucky, Sciences and the University of Kentucky, Human Development Institute are responsible Human Development Institute are responsible for implementing the project for implementing the project

Goals of the KYAPGoals of the KYAP

1. Provide individual and group 1. Provide individual and group programming in self-advocacy to 100 programming in self-advocacy to 100 children aged 8-18 with developmental children aged 8-18 with developmental disabilities in the eastern part of the disabilities in the eastern part of the state of Kentucky. Fifty to sixty children state of Kentucky. Fifty to sixty children will participate each year for two years.will participate each year for two years.


2. Provide teacher of students with 2. Provide teacher of students with developmental disabilities training in developmental disabilities training in use of the Self-Determined Learning use of the Self-Determined Learning Model of Instruction (SDLMI, Agran, Model of Instruction (SDLMI, Agran, Blanchard, & Wehmeyer, 2000) for Blanchard, & Wehmeyer, 2000) for individualized instruction of studentsindividualized instruction of students


3. Provide mentors in self-advocacy, who 3. Provide mentors in self-advocacy, who themselves have a disability, to children themselves have a disability, to children with developmental disabilities. with developmental disabilities.


4. Demonstrate that children/youth with 4. Demonstrate that children/youth with significant disabilities and students who significant disabilities and students who have or need augmentative have or need augmentative communication can be successful self-communication can be successful self-advocates.advocates.


5. Provide children with disabilities a 5. Provide children with disabilities a venue to share their accomplishments venue to share their accomplishments in self-advocacy.in self-advocacy.


• 6. Develop and disseminate materials 6. Develop and disseminate materials for use by teachers, children and for use by teachers, children and families across Kentucky in the area of families across Kentucky in the area of self-advocacy. This will be done via self-advocacy. This will be done via presentations and the development of a presentations and the development of a website on which such materials and website on which such materials and student work samples can be displayed.student work samples can be displayed.

Why Teach Children/Youth with Why Teach Children/Youth with Disabilities Self-Advocacy Skills?Disabilities Self-Advocacy Skills?

Research has shown that:Research has shown that:

• individuals with disabilities who have strong self-determination/self-individuals with disabilities who have strong self-determination/self-advocacy skills and those who utilize augmentative communication advocacy skills and those who utilize augmentative communication systems to express themselves have better post-school outcomes and systems to express themselves have better post-school outcomes and reported quality of life (Hamm & Mirenda, 2006; Wehmeyer & reported quality of life (Hamm & Mirenda, 2006; Wehmeyer & Garner,2003; Wehmeyer & Schwartz, 1998). Garner,2003; Wehmeyer & Schwartz, 1998).

• young students, including those with autism, have been found to young students, including those with autism, have been found to increase their participation in academic work and decrease negative increase their participation in academic work and decrease negative behaviors when given opportunities for choice in the academic setting behaviors when given opportunities for choice in the academic setting (Jolivette, Stichter, & McCormick, 2002; Moes, 1998).(Jolivette, Stichter, & McCormick, 2002; Moes, 1998).

• children, as young as kindergarten age, have been shown to children, as young as kindergarten age, have been shown to successfully utilize a self-determined learning model of instruction successfully utilize a self-determined learning model of instruction with teacher assistance (Palmer & Wehmeyer, 2003). with teacher assistance (Palmer & Wehmeyer, 2003).

KYAP and the Kentucky Council on KYAP and the Kentucky Council on Developmental Disabilities Believe That…Developmental Disabilities Believe That…

By beginning training in self-advocacy By beginning training in self-advocacy and self-determination at a young age, and self-determination at a young age, we give children with disabilities a head we give children with disabilities a head start on an improved quality of life, start on an improved quality of life, improved post-school outcomes, and improved post-school outcomes, and increased participation in current increased participation in current academic programsacademic programs

Key Project Elements and Key Project Elements and SequenceSequence

What: Teacher and SLP training on the Self-Determined Learning Model of InstructionWhen: At the beginning of the school yearWho: Training will be conducted by the project PI and Co-PI

What: I CAN DAYWhen: During the first full month of the school year.Who: Selected students with developmental disabilities who will participate in the self-advocacy training programWho Else: Mentors, project staff, teachers/ SLPS, Coop Consultants

What: 1:1 goal selection and training in self-advocacy and self-direction using the Self-Determined Learning Model of Instruction

When: During the school year, after I CAN DAY.

Who: students with disabilities and classroom teachers/SLPs

Who Else: Regular technical assistance from project staff, mentors, Coop. Consultants

What: I DID IT DAYWhen: Last month of the school yearWho: Students with developmental disabilities and their teachers and/or SLPs who participated in the self-advocacy program.Who Else: Project staff, Mentors, Invited family and friends

Ongoing Tasks and Projects:

• Video-recording of workshops and individual planning and implementation sessions

• Weekly progress monitoring of each student’s goal on his/her checklist form

• Visits for technical assistance by project staff to classrooms• Mentor contact via e-mail or in person• Development of materials to display student progress: e.g., Student-

developed PowerPoint presentations for display at “I DID IT” day; video clips of students achieving their targets, photo displays of students’ achievements, “Mentor Messages” sent to the students during the year.

• Development of a project web-site to include: materials developed for the project, messages from students and mentors, examples of student-developed plans, achievements, and presentations for the “I DID IT” day, short video clips of each stage of the project.

Who will the project work with?Who will the project work with?

• The KYAP is happy for the opportunity to The KYAP is happy for the opportunity to partner with Upper Cumberland and Kentucky partner with Upper Cumberland and Kentucky Valley Special Education Cooperatives, and Valley Special Education Cooperatives, and the Science Hill District to identify youth who the Science Hill District to identify youth who may benefit from this projectmay benefit from this project

• The KYAP is focusing on children with The KYAP is focusing on children with disabilities in rural areas of Eastern Kentuckydisabilities in rural areas of Eastern Kentucky

What are the characteristics of What are the characteristics of students who may benefit?students who may benefit?

• Children/youth who have developmental Children/youth who have developmental disabilities anddisabilities and• are between the ages of 8 and 18are between the ages of 8 and 18• may or may not be attending public schoolmay or may not be attending public school• have not had training in self-advocacyhave not had training in self-advocacy• may also have disabilities related to may also have disabilities related to

communication (and so are at even greater risk for communication (and so are at even greater risk for decreased levels of self-advocacy and self-decreased levels of self-advocacy and self-determination)determination)

• want to learn how to self-advocate! want to learn how to self-advocate!

The Self-Directed Learning Model of Instruction/Support

The basic steps of this model include teaching The basic steps of this model include teaching students to:students to:

• Select a personal goalSelect a personal goal• Develop a plan to reach their goal Develop a plan to reach their goal • Identify potential barriers to attaining the goalIdentify potential barriers to attaining the goal• Develop a plan to deal with potential barriersDevelop a plan to deal with potential barriers• Share successes!Share successes!

Roles and Responsibilities: School Roles and Responsibilities: School PersonnelPersonnel

• Teachers and SLPs and other School Personnel Teachers and SLPs and other School Personnel will attend three workshops:will attend three workshops:

• 1). a training on the Self Directed Model of Instruction to 1). a training on the Self Directed Model of Instruction to be held in October; be held in October;

• 2). An “I Can Do It” Day of training to be held in 2). An “I Can Do It” Day of training to be held in November, which will include student participants and November, which will include student participants and mentors as well as the Teachers and SLPs; mentors as well as the Teachers and SLPs;

• 3). An “I Did It” Day, near the end of the 2006-2007 3). An “I Did It” Day, near the end of the 2006-2007 school year, which will include all project participants. school year, which will include all project participants.

• 4). receive on-site technical assistance visits from KYAP 4). receive on-site technical assistance visits from KYAP staff.staff.

• 5). Help identify any potential student participants who 5). Help identify any potential student participants who might not attend public school, but might be interested in might not attend public school, but might be interested in the project.the project.

Students will…Students will…

• Student participants will attend two Student participants will attend two workshops:workshops:• 1). The “I Can Do It” Day of training to be held 1). The “I Can Do It” Day of training to be held

in Novemberin November• 2). the “I Did It” Day, near the end of the 2006-2). the “I Did It” Day, near the end of the 2006-

2007 school year.2007 school year.• 3). Work with school personnel and/family to 3). Work with school personnel and/family to

select, plan and work toward a personal goal.select, plan and work toward a personal goal.

Roles and ResponsibilitiesRoles and Responsibilities

• KYAP ~KYAP ~• Provide reimbursement for substitute teacher expensesProvide reimbursement for substitute teacher expenses• Reimburse mileage, lodging, meals and other costs Reimburse mileage, lodging, meals and other costs

associated with travel to training events (including school associated with travel to training events (including school bus travel)bus travel)

• Provide training materialsProvide training materials• Provide training in the Self Directed Model of InstructionProvide training in the Self Directed Model of Instruction• Provide technical assistance to project participantsProvide technical assistance to project participants• Develop a KYAP Implementation PackageDevelop a KYAP Implementation Package• Develop KYAP web site with training materials, protocols, Develop KYAP web site with training materials, protocols,

etc.etc.

Sequence of Activities for School PersonnelSequence of Activities for School Personnel

• Participation in 1 day training on the Self-Determined Learning Model Participation in 1 day training on the Self-Determined Learning Model of Instruction (SDLMI)of Instruction (SDLMI)

• Identification of possible children to participate in the projectIdentification of possible children to participate in the project• Attendance at the “I CAN DAY” programAttendance at the “I CAN DAY” program• Initiation of the SDLMI with studentsInitiation of the SDLMI with students• Interaction with project staff and MentorsInteraction with project staff and Mentors• Submission of materials for the websiteSubmission of materials for the website• Completion of the SDLMI with targeted childrenCompletion of the SDLMI with targeted children• Participation in the “ I DID IT DAY” programParticipation in the “ I DID IT DAY” program• Complete satisfaction survey and make suggestions for alteration of the Complete satisfaction survey and make suggestions for alteration of the

programprogram• Provide work samples of children for website.Provide work samples of children for website.• Participate in presentations about the project (if interested in such Participate in presentations about the project (if interested in such

activity)activity)

Self-Determination and Self-Self-Determination and Self-AdvocacyAdvocacy

October, 2006October, 2006

What are Developmental What are Developmental Disabilities ?Disabilities ?

• A severe, chronic disabilityA severe, chronic disability• Attributable to a mental or physical Attributable to a mental or physical

disability or a combination of mental and disability or a combination of mental and physical disabilitiesphysical disabilities

• Is manifested before the person is (18) 22 Is manifested before the person is (18) 22 years of ageyears of age

• Is likely to be life-long.Is likely to be life-long.• Results in substantial functional limitation Results in substantial functional limitation

in 3 or more areas of major life activityin 3 or more areas of major life activity((Kleinert, H., presentation, 9-02)Kleinert, H., presentation, 9-02)

Developmental Disabilities Developmental Disabilities MayMay Result In Deficits in…Result In Deficits in…

Self-Care, Self-Care, R/E Language, R/E Language, Learning, Learning, Mobility, Mobility, Capacity for Capacity for

Independent Living,Independent Living, Economic Self-Economic Self-

sufficiency,sufficiency, Self-Direction OR Self-Self-Direction OR Self-

DeterminationDetermination.. (Kleinert, 9-02(Kleinert, 9-02))

Developmental DisabilitiesDevelopmental Disabilities• ““Language and communication Language and communication

deficits are the most common deficits are the most common result of a variety of disorders that result of a variety of disorders that affect mental development.” affect mental development.”

• (Paul, 2001, p. 97)(Paul, 2001, p. 97)

• 90% of KY public school SLPS 90% of KY public school SLPS treat students with developmental treat students with developmental disabilitiesdisabilities

ANDAND• 66% of KY publics school SLPs’ 66% of KY publics school SLPs’

report students with report students with developmental disabilities as one developmental disabilities as one of the two main categories in their of the two main categories in their caseloads. (Kleinert, 2003)caseloads. (Kleinert, 2003)

Successful Outcomes for Persons with Successful Outcomes for Persons with Disabilities Are Characterized byDisabilities Are Characterized by::

• What does the research show?What does the research show?

Successful Outcomes for Persons with Successful Outcomes for Persons with Disabilities Are Characterized byDisabilities Are Characterized by::

• Functional SkillsFunctional Skills• Strong Social SkillsStrong Social Skills

• Verbal SkillsVerbal Skills• Adequate Adequate

Communication Communication SkillsSkills

• High Level of Self-High Level of Self-DeterminationDetermination

(Heward, 2003; Kleinert et al., 2002; (Heward, 2003; Kleinert et al., 2002; Wehmeyer & Schwarz, 1998Wehmeyer & Schwarz, 1998))

What is Self-Determination?What is Self-Determination?

• The ability to control the basic The ability to control the basic decisions and directions of one’s lifedecisions and directions of one’s life

• ““The freedom to have choices and The freedom to have choices and personally make decisions is personally make decisions is cherished by people in all stages of cherished by people in all stages of life, yet it is a freedom that is typically life, yet it is a freedom that is typically denied to persons with disabilities.”denied to persons with disabilities.”(Falvey, l995, p. 229)(Falvey, l995, p. 229)

The Focus of Self-DeterminationThe Focus of Self-DeterminationThe focus of self-The focus of self-

determination is determination is on a person’s on a person’s ability to make ability to make choices about choices about his/her life, to his/her life, to select goals, and select goals, and to develop the to develop the initiative to go initiative to go after these goals.after these goals.

Self-Determination…Self-Determination…

• is especially important for students and is especially important for students and youth with significant disabilities because youth with significant disabilities because for most of these individuals, their choices for most of these individuals, their choices have not been made by themselves, but by have not been made by themselves, but by parents, guardians, teachers, and service parents, guardians, teachers, and service providers. providers.

• is not just a matter of lack of opportunity. is not just a matter of lack of opportunity.

(Kleinert & Kearns, 2001)(Kleinert & Kearns, 2001)

UnfortunatelyUnfortunately

• Many students with significant Many students with significant disabilities disabilities do not have the skills and do not have the skills and behaviors to assume that control over behaviors to assume that control over their livestheir lives and few educators and and few educators and service providers know how to teach service providers know how to teach the components of self-determination.the components of self-determination.

(Kleinert & Kearns, 2001)(Kleinert & Kearns, 2001)

TapeTape

What Fosters Self-Determination? What Fosters Self-Determination?

THE ABILITY TO THE ABILITY TO COMMUNICATE COMMUNICATE CLEARLYCLEARLY Helps Helps to Foster to Foster DEVELOPMENT DEVELOPMENT OF OF A SELF-A SELF-DETERMINED DETERMINED LIFELIFE

(Light, 2000; Kleinert, 2007)(Light, 2000; Kleinert, 2007)

Skills of Self-DeterminationSkills of Self-Determination

• Choice-makingChoice-making• Self-initiationSelf-initiation• Self-monitoringSelf-monitoring• Self-reinforcementSelf-reinforcement• Goal settingGoal setting• Asking questionsAsking questions• Planning one’s own Planning one’s own

scheduleschedule

• Self-regulationSelf-regulation• PersistencePersistence• Self-awarenessSelf-awareness

(Agran et al., 2003;(Agran et al., 2003;

Kleinert et al., 2001; Kleinert et al., 2001;

Wehmeyer, 1998)Wehmeyer, 1998)

How Can We Support Self-How Can We Support Self-Determination ?Determination ?

•Opportunities for choice•Functional activities•Experiencing success•Self-advocacy•Making decisions re: their schedules at school, at home, work, leisure, in therapies, etc..

(Proponents include: Wehmeyer, Brown, Field, Falvey, Kleinert and others)

Skills that contribute to successful outcomes Skills that contribute to successful outcomes for persons with disabilities include:for persons with disabilities include:

Strong Strong communication communication skillsskills

++Self-determination Self-determination

May result inMay result inSelf-AdvocacySelf-Advocacy

Educators, Therapists, School Educators, Therapists, School Personnel Often Focus on…Personnel Often Focus on…

Social and Language Skills such as:Social and Language Skills such as:• requesting requesting • refusing refusing • indicating preferences indicating preferences • InitiatingInitiating

Executive Functions such as:Executive Functions such as:• Goal Setting, Goal Setting, • Planning, Planning, • Self-Monitoring, Self-Monitoring, • Problem SolvingProblem Solving

THESE ARE SELF-ADVOCACYTHESE ARE SELF-ADVOCACYSkills !!!!Skills !!!!

• We have the knowledge to help our students We have the knowledge to help our students learn to advocate for themselves, but we learn to advocate for themselves, but we need to teach self-advocacy in a systematic, need to teach self-advocacy in a systematic, consistent wayconsistent way

• SDLMI provides a sequenced approach to SDLMI provides a sequenced approach to teaching teaching

• We will also have large, group meetings and We will also have large, group meetings and activities with “mentors” from the community activities with “mentors” from the community to help our students learn “self-advocacy”to help our students learn “self-advocacy”

Self-AdvocacySelf-Advocacy

• IMPORTANT AT ALL AGESIMPORTANT AT ALL AGES• Begins with the ability to make choicesBegins with the ability to make choices• Express preferences and dislikesExpress preferences and dislikes• Realistically identify our own strengths and Realistically identify our own strengths and

needsneeds• Identify BarriersIdentify Barriers• Problem solveProblem solve• Self-evaluate our progress Self-evaluate our progress • Revise our plansRevise our plans

AdaptationsAdaptations

Adaptations can be developed for Adaptations can be developed for students who have difficulty:students who have difficulty:

• Expressing themselvesExpressing themselves• Indicating preferences and dislikesIndicating preferences and dislikes• Making ChoicesMaking Choices• Self-monitoringSelf-monitoring• Problem solvingProblem solving

OPPORTUNITIES FOR CHOICEOPPORTUNITIES FOR CHOICE

• BREAK INTO SMALL GROUPS. BREAK INTO SMALL GROUPS.

• PLEASE RECORD YOUR PLEASE RECORD YOUR RESPONSES ON A FLIP CHARTRESPONSES ON A FLIP CHART

• PLEASE HAVE A RECORDER AND PLEASE HAVE A RECORDER AND SPOKES PERSON FOR EACH SPOKES PERSON FOR EACH GROUPGROUP

WHAT’S HAPPENING NOW: WHAT’S HAPPENING NOW: DECISIONSDECISIONS

• 1 A. WHAT IF ANY DECISIONS DO 1 A. WHAT IF ANY DECISIONS DO YOUR STUDENTS CURRENTLY YOUR STUDENTS CURRENTLY MAKE ABOUT WHAT THEY WILL MAKE ABOUT WHAT THEY WILL WORK ON IN SCHOOLWORK ON IN SCHOOL

• 1 B. WHAT IF ANY DECISIONS DO 1 B. WHAT IF ANY DECISIONS DO YOUR STUDENTS CURRENTLY YOUR STUDENTS CURRENTLY MAKE ABOUT WHAT THEY WILL DO MAKE ABOUT WHAT THEY WILL DO OUTSIDE OF SCHOOLOUTSIDE OF SCHOOL

WHAT’S HAPPENING NOW: WHAT’S HAPPENING NOW: CHOICESCHOICES

• 2. WHAT KINDS OF CHOICES DO THE 2. WHAT KINDS OF CHOICES DO THE STUDENTS GET TO MAKE NOW?STUDENTS GET TO MAKE NOW?

WHAT COULD HAPPEN?WHAT COULD HAPPEN?• 3. GIVE EXAMPLES OF IN OR OUT OF 3. GIVE EXAMPLES OF IN OR OUT OF

SCHOOL ACTIVITIES IN WHICH SCHOOL ACTIVITIES IN WHICH STUDENTS COULD BE GIVEN MORE STUDENTS COULD BE GIVEN MORE CHOICESCHOICES

LET’S DISCUSSLET’S DISCUSS

• EACH GROUP REPORTSEACH GROUP REPORTS

• OUR STUDENTS MAY OUR STUDENTS MAY NOT HAVE MANY NOT HAVE MANY

OPPORTUNITIES TO OPPORTUNITIES TO MAKE DECISIONS OR MAKE DECISIONS OR

CHOICES ABOUT THEIR CHOICES ABOUT THEIR LIVESLIVES

WHAT CAN WE DO ABOUT WHAT CAN WE DO ABOUT THAT?THAT?

• HELP STUDENTS TO DEVELOP HELP STUDENTS TO DEVELOP SELF-ADVOCACYSELF-ADVOCACY

• HOW????HOW????

• SELF-DIRECTED LEARNING MODEL SELF-DIRECTED LEARNING MODEL OF INSTRUCTION/SUPPORTOF INSTRUCTION/SUPPORT

Self Directed Learning Model of Self Directed Learning Model of Instruction/SupportInstruction/Support

(Agran, Blanchard, & Wehmeyer, 2003)(Agran, Blanchard, & Wehmeyer, 2003)

Model OverviewModel Overview

SDLMI is Designed to:SDLMI is Designed to:

• Enable educators to teach students to become causal agents in Enable educators to teach students to become causal agents in their own livestheir own lives

• Teach students to self-direct learningTeach students to self-direct learning• Enable students to become self-regulated problem solvers and Enable students to become self-regulated problem solvers and

learn to set their own transition goalslearn to set their own transition goals• take action on those goalstake action on those goals• Enable students to self-evaluate and adjust their goals or plans, Enable students to self-evaluate and adjust their goals or plans,

as neededas needed

In effect, SDLMI helps students assume primary responsibility for their transition, content area choices, decisions and actions!

Retrieved from the World Wide Web on 8/23/06 from http://www.ed.uiuc.edu/sped/tri/selfdeterminedmodel.htm

SLMI was developed…SLMI was developed…

through a Field-Initiated Project awarded to through a Field-Initiated Project awarded to The ArcThe Arc of the United States with: of the United States with:

• Michael WehmeyerMichael Wehmeyer, Ph.D. as Principal Investigator, Ph.D. as Principal Investigator• Susan PalmerSusan Palmer, Ph.D. as Project Director, Ph.D. as Project Director• Martin AgranMartin Agran, Ph.D., Utah State University, Consultant, Ph.D., Utah State University, Consultant• Dennis MithaugDennis Mithaug, Ph.D., Columbia University Teachers’ College, , Ph.D., Columbia University Teachers’ College,

Consultant Consultant • James MartinJames Martin, Ph.D., University of Colorado at Colorado Springs, , Ph.D., University of Colorado at Colorado Springs,

ConsultantConsultant

Retrieved from the World Wide Web on 8/23/06 from:Retrieved from the World Wide Web on 8/23/06 from: http://www.ed.uiuc.edu/sped/tri/selfdeterminedmodel.htmhttp://www.ed.uiuc.edu/sped/tri/selfdeterminedmodel.htm

Does it Work?Does it Work?

Students who are taught using the SDLMI have Students who are taught using the SDLMI have shown:shown:

• Enhanced self-determination Enhanced self-determination • Tended to achieve, or exceed, their individually set outcomesTended to achieve, or exceed, their individually set outcomes• Students report that:Students report that:

• the model allows them to take an active part in their school work the model allows them to take an active part in their school work • they enjoyed meeting and talking about their work with their teachersthey enjoyed meeting and talking about their work with their teachers

Retrieved from the World Wide Web on 8/23/06 from: Retrieved from the World Wide Web on 8/23/06 from: http://www.ed.uiuc.edu/sped/tri/selfdeterminedmodel.htmhttp://www.ed.uiuc.edu/sped/tri/selfdeterminedmodel.htm

Three Phases of the Model:Three Phases of the Model:

1). Set a goal1). Set a goal2). Take action2). Take action3). Adjust the goal or plan3). Adjust the goal or plan


SDLMISDLMI

In each phase, students are presented In each phase, students are presented with:with:

• a problem to solve a problem to solve

• four student questions which, when four student questions which, when answered, help students “solve” the answered, help students “solve” the problemproblem

Retrieved from the World Wide Web on 8/23/06 from: Retrieved from the World Wide Web on 8/23/06 from:

http://www.ed.uiuc.edu/sped/tri/selfdeterminedmodel.htmhttp://www.ed.uiuc.edu/sped/tri/selfdeterminedmodel.htm

SDLMISDLMI

• Teacher/Student objectives are linked to each Teacher/Student objectives are linked to each student questionstudent question

• Educational supports are identified for each Educational supports are identified for each instructional phase instructional phase

• Teachers can use these educational supports to Teachers can use these educational supports to enable students to self-direct learningenable students to self-direct learning


Phase 1 ~ Setting a GoalPhase 1 ~ Setting a Goal

Student Problem to Solve:Student Problem to Solve:

Determining a goalDetermining a goal

Student Questions:Student Questions:1.1. What do I want to learn?What do I want to learn?2.2. What do I know about it now?What do I know about it now?3.3. What must change for me to learn what I don’t What must change for me to learn what I don’t

know?know?4.4. What can I do to make this happen?What can I do to make this happen?

(Agran, M., King-Sears, M., Wehmeyer, M., Copeland, S.,(Agran, M., King-Sears, M., Wehmeyer, M., Copeland, S., 2003)2003)

Phase 2 ~ Taking ActionPhase 2 ~ Taking Action

Student Problem to Solve:Student Problem to Solve: Developing a plan to achieve the goalDeveloping a plan to achieve the goal

Student Questions:Student Questions:1.1. What can I do to learn what I don’t now?What can I do to learn what I don’t now?2.2. What could keep me from taking action?What could keep me from taking action?3.3. What can I do to remove these barriers? What can I do to remove these barriers? 4.4. When will I take action?When will I take action?


Phase 3 ~ Adjusting the Goal or Phase 3 ~ Adjusting the Goal or PlanPlan

Student problem to solveStudent problem to solve::Evaluating what has been learnedEvaluating what has been learned

Student Questions:Student Questions:1.1. What actions have I taken?What actions have I taken?2.2. What barriers have been removed?What barriers have been removed?3.3. What has changed about what I don’t know?What has changed about what I don’t know?4.4. Do I know what I want to know?Do I know what I want to know?


PHASE 3What have I

doneWhat barriers have

been removedWhat has changed about

what I don’t knowDo I know what I want to know

PHASE 2What can I do to learn what I don’t know

What could keep me from taking action: ME and ENVIORNMENT

What can I do to remove these barriersWhen will I take action

PHASE 1What is my goal

What do I know about this goal nowWhat must change

What can I do the make this happen

WHO AM IWhat can I already do

likes, wants, preferencesdislikes

When do i need help?What’s working well for meWhat’s not working for me

What would I like to change

Phase 1 ~ Picking a GoalPhase 1 ~ Picking a Goal

BEFOREBEFORE A GOAL CAN BE CHOSEN, A GOAL CAN BE CHOSEN, THE STUDENT MUST REFLECT ON THE STUDENT MUST REFLECT ON WHO HE/SHE IS; WHAT H/S LIKES, WHO HE/SHE IS; WHAT H/S LIKES,

DISLKES, ETC.DISLKES, ETC.

In essence, deciding “Who Am I?”In essence, deciding “Who Am I?”

HOW DOES SHE/HE DO HOW DOES SHE/HE DO THAT?THAT?

The student (along with his supporters, if The student (along with his supporters, if necessary) works to discover…necessary) works to discover…

• Things I do all by myselfThings I do all by myself• Things I really likeThings I really like• Things I really dislikeThings I really dislike• Things I need help withThings I need help with• Things that are working well for meThings that are working well for me• Things that are not working for meThings that are not working for me• Things I (and my family, friends, and school) Things I (and my family, friends, and school)

would like to change…this becomes my goal!would like to change…this becomes my goal!

In small groupsIn small groups

1). Think about how you currently 1). Think about how you currently determine students preferencesdetermine students preferences

Record on flip chartRecord on flip chart

2). Think about a student that you 2). Think about a student that you find difficult to determine find difficult to determine preferences preferences

Let’s DiscussLet’s Discuss

1.1. Discuss students for whom it is easy Discuss students for whom it is easy to determine their preferencesto determine their preferences

2.2. Discuss and brainstorm for students Discuss and brainstorm for students who are difficult to “read”who are difficult to “read”

All children speak for themselves All children speak for themselves by…by…

• Telling us about themselvesTelling us about themselves

• OR by telling us with their behaviorsOR by telling us with their behaviors

• ALL BEHAVIORS COMMUNICATEALL BEHAVIORS COMMUNICATE

• WE MUST LISTEN!!!!!!!!!!!WE MUST LISTEN!!!!!!!!!!!

• WE MUST BE COMPETENT WE MUST BE COMPETENT LISTERNERSLISTERNERS

WAYS TO DETERMINE WAYS TO DETERMINE STUDENT PREFERENCESSTUDENT PREFERENCES

• Observing student responsesObserving student responses• Approach toward an objectApproach toward an object• Verbalizations, gestures, and affectVerbalizations, gestures, and affect• Physical selection of an itemPhysical selection of an item• Time engaged with the object or in the activityTime engaged with the object or in the activity• Use of assistive devicesUse of assistive devices

• Giving student opportunities to demonstrate preferencesGiving student opportunities to demonstrate preferences• Set up opportunities for student to select from 2 objectsSet up opportunities for student to select from 2 objects• Vary sequence in which options are availableVary sequence in which options are available• Repeat options in different pairingsRepeat options in different pairings• Record frequency of selection of options.Record frequency of selection of options.

• (Wehmeyer, 2003, KY Peer Service Learning Training)(Wehmeyer, 2003, KY Peer Service Learning Training)

In Your Manual…In Your Manual…

Examples of student preferences for Examples of student preferences for three different studentsthree different students

Student DescriptorsStudent Descriptors

• Student A ~ student who can answer Student A ~ student who can answer fairly independentlyfairly independently

• Student B ~ student who may need Student B ~ student who may need pictures or other cues to assist in pictures or other cues to assist in responsesresponses

• Student C ~ student who will need Student C ~ student who will need assistance of parent/guardian, siblings, assistance of parent/guardian, siblings, teachers, friends to complete the tasks.teachers, friends to complete the tasks.

Student A: JohnStudent A: John

• Has a Mild Mental Disability (MMD)Has a Mild Mental Disability (MMD)• Reads at a 9Reads at a 9thth grade level grade level• Easily communicates verbally with peers and Easily communicates verbally with peers and

teachersteachers• Has a good understanding of his Has a good understanding of his

strengths/needs/interestsstrengths/needs/interests• Will be a senior next year and is thinking a lot Will be a senior next year and is thinking a lot

about what he wants to do after high schoolabout what he wants to do after high school

A). Do A). Do Alone Alone

B). Really B). Really LikeLike

C). C). Dislike Dislike

D). Need D). Need Help Help

E) Working E) Working WellWell

F). Not F). Not Working WellWorking Well

G). What would I G). What would I like to change?like to change?

Almost Almost

everythingeverything

Working Working with carswith cars

ReadingReading Findi Findi ng ng a job working a job working with carswith cars

Career & Career & Technical Ed. Technical Ed. ClassClass

Spending all my Spending all my time in the school time in the school buildingbuilding

I’d like to spend I’d like to spend more time in the more time in the community in a job community in a job placement working placement working with carswith cars

People People listening to listening to what I wantwhat I want

Talking Talking to a lot to a lot of of peoplepeople

Talking so Talking so people will people will listen to melisten to me

Attending my Attending my Individual Individual Education Education Program (IEP) Program (IEP) meetingsmeetings

Everyone else Everyone else participating in participating in my IEP but memy IEP but me

I’d like to say more I’d like to say more in my Individual in my Individual Education Program Education Program (IEP) meetings(IEP) meetings

DrivingDriving Having Having people people drive me drive me everywhereverywheree

Getting my Getting my Drivers’ Drivers’ License License

Studying for Studying for Learner’s Learner’s PermitPermit

Reading the Reading the Learner Permit Learner Permit Study GuideStudy Guide

I’d like to get my I’d like to get my Drivers’ LicenseDrivers’ License

Student B: KeenanStudent B: Keenan

• Has a Mild Mental Disability (MMD)Has a Mild Mental Disability (MMD)• Reads and writes at a second grade levelReads and writes at a second grade level• Communicates verbally, but typically uses one or two Communicates verbally, but typically uses one or two

word combinations, rather than complete sentences. word combinations, rather than complete sentences. • His speech is difficult to understandHis speech is difficult to understand• Has difficulty expressing his Has difficulty expressing his

strengths/needs/interestsstrengths/needs/interests• Will transition from Middle to High School soon Will transition from Middle to High School soon

A). Do A). Do AloneAlone


C). C). DislikeDislike

D). Need D). Need HelpHelp

E). Working E). Working WellWell

F). NOT F). NOT WorkingWorking

G). What would I G). What would I like to change?like to change?

Feeding, Feeding, eating, eating, dressing, dressing, toiletingtoileting

Being with Being with school school football and football and basketball basketball playersplayers

Sitting at Sitting at homehome

Playing Playing sportssports

Going to school Going to school football and football and basketball basketball gamesgames

Not being involved Not being involved with the sports with the sports teamsteams

I want to be part of I want to be part of the school football the school football and/or basketball and/or basketball teamsteams

Time in the Time in the morning at morning at school to school to get get organizedorganized

Being Being RushedRushed

Getting Getting organized organized on timeon time

I know how to I know how to get organized get organized for my school for my school day when I get day when I get to school in the to school in the morningmorning

Taking too much Taking too much time in the time in the mornings at school mornings at school to get organizedto get organized

I want to come to I want to come to school already school already organized for my organized for my school dayschool day

Eating Eating “junk” food “junk” food (e.g. potato (e.g. potato chips, chips, cakes, etc.)cakes, etc.)

Eating Eating “health” “health” foods (e.g. foods (e.g. fruits, fruits, vegetables)vegetables)

Sticking Sticking with my with my dietdiet

I know what I I know what I should eatshould eat

I am 50 pounds I am 50 pounds overweightoverweight

I want to lose weightI want to lose weight

Student C: AnnieStudent C: Annie• Attends an FMD classroom and attends library, art Attends an FMD classroom and attends library, art

and recess with her same-aged third grade peersand recess with her same-aged third grade peers• Has significant cognitive disabilitiesHas significant cognitive disabilities• Has Cerebral PalsyHas Cerebral Palsy• Does not walk, can sit independentlyDoes not walk, can sit independently• Recognizes her family in pictures and recognizes Recognizes her family in pictures and recognizes

several real objects, but does not recognize pictures several real objects, but does not recognize pictures of itemsof items

• Does not use oral speech, smiles to express pleasure Does not use oral speech, smiles to express pleasure or “likes,” looks at desired items - but this only works or “likes,” looks at desired items - but this only works if someone notices; if someone notices;

• cries and fusses when she dislikes something; spits cries and fusses when she dislikes something; spits out foods she does not like, which can be disruptive out foods she does not like, which can be disruptive at times.at times.

A). Do A). Do AloneAlone


C). DislikeC). Dislike D). Need D). Need HelpHelp

E). Working E). Working WellWell

F). NOT F). NOT WorkingWorking

G). What would G). What would I like to I like to change?change?

SitSit Playing Playing with with FriendsFriends

Being aloneBeing alone Playing Playing with with friendsfriends

Smiling when Smiling when happyhappy

I’m lonelyI’m lonely Stop being Stop being alone at recessalone at recess

Look at Look at a book a book and and turning turning pagespages

Books to Books to look atlook at

Having my Having my face washedface washed

Telling Telling what I wantwhat I want

Looking at Looking at what I want—what I want—if someone if someone noticesnotices

People get upset People get upset when I scream, when I scream, and I disturb and I disturb other studentsother students

Stop screaming Stop screaming when she is when she is mad, has to mad, has to wait, wants wait, wants somethingsomething

Use a Use a switch switch for for toys or toys or musicmusic

Going on Going on the busthe bus

Loud noisesLoud noises Being with Being with other students other students in Art and in Art and LibraryLibrary

Crying Crying when when mad or mad or frustrafrustratedted

Eating Eating certain certain foodsfoods

WaitingWaiting EatingEating People get upset People get upset when I spitwhen I spit

Spitting out Spitting out food I don’t food I don’t likelike

SwingingSwinging DrinkingDrinking

DressingDressing

PHASE 3What have I

doneWhat barriers have

been removedWhat has changed about

what I don’t knowDo I know what I want to know

PHASE 2What can I do to learn what I don’t know

What could keep me from taking action: ME and ENVIORNMENT

What can I do to remove these barriersWhen will I take action

PHASE 1What is my goal

What do I know about this goal nowWhat must change

What can I do the make this happen

WHO AM IWhat can I ALREADY do

LIKES, WANTS PREFERENCESDISLIKES

WHEN DO I NEED HELP?WORKING WELL FOR MENOT WORKING FOR ME

WHAT WOULD I LIKE TO CHANGE

Phase 1Phase 1

Student Problem to Solve: Student Problem to Solve: PICKING MY GOALPICKING MY GOAL

Phase 1: Picking My GoalPhase 1: Picking My GoalStudent QuestionsStudent Questions

1. What do I want to learn2. What do I know about it now3. What must change for me to learn what I

don’t know4. What Can I do to make this happen?

• Phase 1 ~ STUDENT B• Question 1: What Do I Want to Learn?

• After looking at his likes/dislikes, Keenan has chosen to work on losing weight.• MY Goal: To lose weight.

• Question 2: What do I Know About This Goal Now?• I know:

• How much I weigh• Why I need to lose weight• What foods I should eat

• Question 3: What Must Change for Me to Learn What I Don’t Know?• A). What Do I Have to Change?

• Learn how to keep track of what I am eating• Learn how to fit in exercise (walking) during my day• Learn how to make the foods on my diet tasty

• B). How Does My Environment Need to Change?• My mother will make sure there is no “junk” food at home• I will bring my lunch from home instead of going to the cafeteria

• Question 4: What Can I Do To Make This Happen?• I will walk around the school building once a day• I will weigh myself at home or school every morning• My teacher will help me chart my weight• My mother/teacher will create a food diary for me and I will check off which foods I have

eaten during the day•

Lets Practice Answering the Phase 1 Lets Practice Answering the Phase 1 Questions:Questions:

Meet SpencerMeet Spencer

Listen to this student as he describes his Listen to this student as he describes his personal goalspersonal goals

Then we will answer the questions in Then we will answer the questions in phase 1 as a groupphase 1 as a group

PHASE 2PHASE 2

Student Problem to Solve: Student Problem to Solve:

MAKING A PLAN TO ACHIEVE MAKING A PLAN TO ACHIEVE MY GOALMY GOAL

Phase 2 ~ Student B My Plan, or Goal, is: Lose 5 pounds by Winter Break

• Question 1: What Can I Do to Learn What I Don’t Know?• Work with my Teacher and mother to use my Food Diary• Work with my Teacher to find time during the school day to take a walk

around the building

• Student Question 2: What Could Keep Me from Taking Action?• Forgetting to check off foods in my Food Diary• Feeling that I don’t have time to walk

• Student Question 3: What Can I Do To Remove These Barriers?• Make sure my Food Diary is small enough to keep in my pants pocket• Scheduling my daily walks ahead of time in my school Time Tracker

(calendar)

• Student Question 4: When Will I Take Action?• My mother and I will go shopping for a Food Diary this week-end (10/14)• My teacher and I will sit down together on Monday (10/16) to look at my

school Time Tracker (calendar) and figure out when I can walk

Let’s PracticeLet’s Practice

Now, remembering what Now, remembering what Spencer has told us, let’s Spencer has told us, let’s answer the Phase 2 answer the Phase 2 questions as if we were questions as if we were SpencerSpencer

Phase 3Phase 3

Student Problem to Solve: Student Problem to Solve:

EVALUATING WHAT I HAVE EVALUATING WHAT I HAVE DONEDONE

Phase 3 ~ Student BGoal: Lose 5 pounds by Winter Break

• Question 1: What Actions Have I Taken?• I have learned to check off foods in my Food Diary after I’ve eaten them by:

I practiced checking off my daily foods

• Question 2: What Barriers Have Been Removed?I can remember to check off my foods because my Food Diary is small enough to fit in my back pants pocket and it is always with me

• Question 3: What Has Changed About What I Don’t Know?• Student B may select from the faces, below, to indicate his progress toward the steps

of his plan. For example: Have I learned to keep track of what I am eating? How am I doing checking off my Food Diary?

I haven’t made any progress I’ve made some progress I’ve made a lot of progress

• Question 4: Do I Know What I Want To Know?No, I still have to work on fitting in my daily walk.

See More Self-Evaluation Ideas in See More Self-Evaluation Ideas in Your Manual for…Your Manual for…

• Chart for student AChart for student A

• Charts for student BCharts for student B

• Charts for student CCharts for student C

Self-Monitoring and Self-Evaluation Self-Monitoring and Self-Evaluation ActivityActivity

Work in small groups to:Work in small groups to:• Identify a student for whom to design a self-Identify a student for whom to design a self-

monitoring. Provide:monitoring. Provide:• Description of intellectual, physical, emotional, medical, Description of intellectual, physical, emotional, medical,

etc. support intensity and needsetc. support intensity and needs• Description of preferences and interestsDescription of preferences and interests• Description of particular “domain” in which self-monitoring Description of particular “domain” in which self-monitoring

system would be implemented system would be implemented

• Design a Self-Monitoring SystemDesign a Self-Monitoring System• Describe how the Self-Evaluation would occur Describe how the Self-Evaluation would occur

Now Its Your Turn!Now Its Your Turn!

• Break into small groups of about 4 or 5Break into small groups of about 4 or 5• You will decide to talk about a student that you or someone in You will decide to talk about a student that you or someone in

your group works withyour group works with• Each group member assumes a roleEach group member assumes a role• The person who knows the student, must play the student role.The person who knows the student, must play the student role.• Then you may need any of the following:Then you may need any of the following:

• TeacherTeacher• SLP, OTSLP, OT• ParentParent• SiblingSibling• PeerPeer• OtherOther

• Use your flip chart to answer the 4 questions for each Use your flip chart to answer the 4 questions for each phase of the SDLMIphase of the SDLMI

• Remember: YOU ARE NOT planning Remember: YOU ARE NOT planning forfor the student. the student.• You are You are enablingenabling the STUDENT to make a plan for the STUDENT to make a plan for

him/herselfhim/herself• This is a personal student goal process, not a This is a personal student goal process, not a

“behavior change” program we design for the student“behavior change” program we design for the student• If there is time, complete a mock up of the type of If there is time, complete a mock up of the type of

evaluation/self-monitoring charts or system the evaluation/self-monitoring charts or system the student will use.student will use.

Collecting KYAP Project DataCollecting KYAP Project Data

• Record data weeklyRecord data weekly• Send to PI monthlySend to PI monthly• Simply find the phase student is on for the Simply find the phase student is on for the

date listeddate listed• Find the question under that phase he is Find the question under that phase he is

working onworking on• Insert the Question # Under the correct phase Insert the Question # Under the correct phase

for that datefor that date• See the manual for example and our fax no.See the manual for example and our fax no.

• Data Collection Sheet• Student Name:

______________________________________________________________________

• School Year: 2006/2007• My Goal:

______________________________________________________________________________________________________________________________________________

• Baseline Performance for this Goal: • Date of Baseline:

DateDatePhaseOnePhaseOnePicking Picking MyMyGoalGoal

Phase TwoPhase TwoMaking My Making My

PlanPlan

Getting Getting StartedStarted

(Implementing (Implementing my plan)my plan)

Phase ThreePhase ThreeEvaluatingEvaluatingWhat I What I Have Have LearnedLearned

What else What else can I can I do?do?

(Revisions)(Revisions)PROBLEMPROBLEMSOLVINGSOLVING

Do I need aDo I need aNEWNEW

GOAL?GOAL?

Let’s get Let’s get going!going!

((ImplementingImplementingMy AdjustedMy Adjusted

PlanPlan

Good for Good for me!me!

((Goal achievedGoal achievedAnd And ContinuedContinued

11/2411/24

12/112/1

12/812/8

12/1512/15

1/12/071/12/07

1/191/19

1/261/26

2/22/2

Documents

What is the Kentucky Youth Advocacy Project?