Hume – U.S. Department of Education: Combining the Self-Determined Learning Model of Instruction and Peer Supports Examining the Impact on Academic and Social Outcomes for Students with Autism Spectrum Disorders in Inclusive Secondary Classrooms

Principal Investigator: Kara Hume
Funding Agency: U.S. Department of Education

Abstract

The purpose of this project is to examine the initial efficacy of a comprehensive intervention combining two research-based interventions, the Self-Determined Learning Model of Instruction (SDLMI) and Peer Supports (PS), on academic, social, and functional outcomes for secondary students with autism spectrum disorders (ASD) in inclusive general education classrooms. Efficacy studies of the SDLMI and PS have been conducted separately, establishing impacts on outcomes for students with disabilities. However, each intervention has unique features that, if combined, has the potential to more comprehensively address the complex needs of youth with ASD in secondary schools.