Supporting All Students to Be Self-Determined: Using the Self-Determined Learning Model of Instruction Within Multi-Tiered Systems of Supports

Opportunities for youth with and without disabilities to develop practice abilities, skills, attitudes associated self-determination (e.g., decision-making, goal setting, problem-solving) lead positive in- postschool outcomes. However, implementation of whole-school interventions promote is complex. A multi-tiered systems supports (MTSSs) framework can support the identification solutions address these complexities positively impact outcomes all students, inclusive students extensive needs (ESNs). In this article, we describe how an evidence-based intervention, Self-Determined Learning Model Instruction (SDLMI), be provided through MTSS in becoming more self-determined. We translate research into by describing use universal screening data collected using validated assessment guide delivery impactful intervention SDLMI across tiers contexts enhance including ESN.