Promoviendo la autodeterminación en el aulael modelo de enseñanza y aprendizaje de la autodeterminación

Références bibliographiques

• Agran, M., Blanchard, C., Wehmeyer, M. L. Y HUGHES, C. (2001). Teaching students to self-regulate their behavior: the differential effects of students vs. teacher-delivered rein- forcement. Research in Developmental Disabilities, 22, 319-332. https://doi.org/10.1016/S0891-4222(01)00075-0
• AGRAN, M., BLANCHARD, C., WEHMEYER, M. L. Y HUGHES, C. (2002). Increasing the problem- solving skills of students with developmental disabilities participating in general education. Remedial and Special Education, 23 (5), 279-288. https://doi.org/10.1177/07419325020230050301
• AGRAN, M., CAVIN, M., WEHMEYER, M. L. Y PALMER, S. (2006). Participation of students with moderate to severe disabilities in the general curriculum: The effects of the Self-Determined Learning Model of Instruction, Research & Practice for Persons with Severe Disabilities, 31 (3), 230-241. https://doi.org/10.1177/154079690603100303
• Agran, M., Cavin, M., Wehmeyer, M. L. Y PALMER, S. (2010). Promoting active engagement in the general education curriculum for students with cognitive disabilities. Education and Training in Autism and Developmental Disabilities, 45 (2), 163-174.
• AGRAN, M. Y WEHMEYER, M. L. (2000). Promoting transition goals and self-determination through student self-directed learning: The Self-Determined Learning Model of Instruction. Education and Training in Mental Retardation and Developmental Disabilities, 35 (4), 351- 364. https://doi.org/10.1177/0885728808317656
• AGRAN, M., WEHMEYER, M. L., CAVIN, M. Y PALMER, S. (2008). Promoting student active class- room participation skills through instruction to promote self-regulated learning and self- determination. Career Development for Exceptional Individuals, 31 (2), 106-114. https://doi.org/10.1177/0885728808317656
• Cote, D. L., Jones, V. L., Barnett, C., Pavelek, K., Nguyen, H. Y SPARKS, S. L. (2014). Tea- ching problem solving skills to elementary age students with autism. Education and Trai- ning in Autism and Developmental Disabilities, 49 (2), 189-199.
• Equipo De Profesionales ASPRONA (2002). La autodeterminación de las personas con disca- pacidad intelectual. Madrid: FEAPS, Cuadernos de Buenas Prácticas.
• FIELD, S. Y HOFFMAN, A. (1994). Development of a model for self-determination. Career Deve- lopment for Exceptional Individuals, 17 (2), 159-169. https://doi.org/10.1177/088572889401700205
• FIELD, S. Y HOFFMAN, A. (1996). Steps to self-determination: A curriculum to help adolescents learn to achieve their goals. Austin, TX: Pro-Ed.
• FIELD, S. Y HOFFMAN, A. (2000). Steps to self-determination idea book. Detroit, MI: Wayne State University.
• FINN, D., GETZEL, E. E. Y MCMANUS, S. (2008). Adapting the Self-Determined Learning Model of Instruction for college Students with disabilities. Career Development for Exceptional Individuals, 31 (2), 85-93. https://doi.org/10.1177/0885728808318327
• Grupo De Autogestores De ATZEGI (2009). Autodeterminación. Madrid: FEAPS, Cuadernos de Buenas Prácticas.
• HALPERN, A. S., HERR, C. M., DOREN, B. Y WOLF, N. H. (2000). NEXT S.T.E.P. Student Tran- sition and Educational Planning (2.ª ed.). Austin: PRO-ED.
• KELLY, J. R. Y SHOGREN, K. A. (2014). The impact of teaching self-determination skills on the on-task and off-task behaviors of students with emotional and behavioral disorders. Jour- nal of Emotional and Behavioral Disorders, 22 (1), 27-40. https://doi.org/10.1177/1063426612470515
• Kim, N. H. Y PARK, J. (2012). The effects of the family-involved SDLMI on academic engage- ment and goal attainment of middle school students with disabilities who exhibit problem behavior. International Journal of Special Education, 27 (1), 117-127.
• KIRESUCK, T. J., SMITH, A. Y CARDILLO, J. (1994). Goal attainment scaling: Applications, theory, and measurement. Hillsdale, NJ: Lawrence Erlbaum.
• Kleinert, J. O., Harrison, E., Dueppen, B. M., Mills, K. R. Y TRAILOR, A. M. (2014). Self- determined goal selection and planning by students with disabilities across grade bands and disability categories. Education and Training in Autism and Developmental Disabilities, 49 (3), 464-477.
• LANE, K. L., ROGERS, L. A., PARKS, R. J., WEISENBACH, J. L., MAU, A. C., MERWIN, M. T. y BERGMAN, W. A. (2007). Function-based interventions for students who are nonresponsive to primary and secondary prevention efforts: Illustrations at the elementary and middle school levels. Journal of Emotional and Behavioral Disorders, 15, 169-183. doi: 10.1177/10 634266070150030401.
• LEE, S-H., WEHMEYER, M. L., PALMER, S. B., SOUKUP, J. H. Y LITTLE, T. D. (2008). Self-determi- nation and access to the general education curriculum. The Journal of Special education, 42 (2), 91-107. https://doi.org/10.1177/0022466907312354
• MARTIN, J., HUBER-MARSHALL, L., MAXTON, L., JERMAN, P. Y MILLER, T. L. (1996). The self-directed IEP. Longmont, CO: Sopris West.
• Mazzotti, V. L., Test, D. W. Y WOOD, C. L. (2012). Effects of multimedia goal-setting on students' knowledge of the Self-Determined Learning Model of Instruction and disruptive behavior. Journal of Positive Behavior Interventions, 15 (2), 90-102. https://doi.org/10.1177/1098300712440452
• MAZZOTTI, V. L., WOOD, C. L., TEST, D. W. Y FOWLER, C. H. (2012). Effects of computer- assisted instruction on students' knowledge of the Self-Determined Learning Model of Ins- truction and disruptive behavior. The Journal of Special Education, 45 (4), 216-226. https://doi.org/10.1177/0022466910362261
• MCGLASHING-JOHNSON, J., AGRAN, M., SITLINGTON, P. Y CAVIN, M. (2003). Enhancing the job performance of youth with moderate to severe cognitive disabilities using the Self-Deter- mined learning Model of Instruction. Research & Practice for Persons with Severe Disabili- ties, 28 (4), 194-204. https://doi.org/10.2511/rpsd.28.4.194
• MITHAUG, D. E., WEHMEYER, M. L., AGRAN, M., MARTIN, J. Y PALMER, S. B. (1998). The Self- Determined Learning Model of Instruction: Engaging students to solve their learning pro- blems. En M. L. wehMeyer y D. J. SandS (Eds.), Making it happen: Student involvement in educational planning, decision-making and instruction (pp. 299-328). Baltimore: Paul H. Brookes Publishers.
• MUMBARDÓ-ADAM, C., SHOGREN, K. A., GUÀRDIA-OLMOS, J. Y GINÉ, C. (2017). Contextual predictors of self-determined actions in students with and without intellectual disability. Psychology in the Schools, 54 (2), 115-2019. https://doi.org/10.1002/pits.21987
• NOWICKI, S. Y DUKE, M. P. (1974). A locus of control scale for non-college as well as college adults. Journal of Personality Assessment, 38, 136-137. https://doi.org/10.1080/00223891.1974.10119950
• PALMER, S. B. Y WEHMEYER, M. L. (2003). Promoting self-determination in early elementary school: Teaching self-regulated problem-solving and goal-setting Skills. Remedial and Spe- cial Education, 24 (2), 115-126. https://doi.org/10.1177/07419325030240020601
• PALMER, S. B., WEHMEYER, M. L., GIPSON, K. Y AGRAN, M. (2004). Promoting access to the general education curriculum by teaching self-determination skills. Exceptional Children, 70 (4), 427-439. https://doi.org/10.1177/001440290407000403
• PALMER, S. B., WEHMEYER, M. L. Y SHOGREN, K. A. (2016). The development of self-determina- tion. En M. L. wehMeyer, K. A. ShOGren, T. little y S. lóPez (Eds.), Handbook on the development of self-determination. New York: Springer.
• Ponce, A. (2010). Formación en autodeterminación para familias. Madrid: FEAPS, Cuadernos de Buenas Prácticas.
• SAILOR, W. S. (2009). Making RTI work: How schools are reforming education through schoo- lwide response-to-intervention. Wiley. https://doi.org/10.1002/9781118269480
• SHOGREN, K. A., LÓPEZ, S. J., WEHMEYER, M. L., LITTLE, T. D. Y PRESSGROVE, C. L. (2006). The role of positive psychology constructs in predicting life satisfaction in adolescents with and without cognitive disabilities: An exploratory study. Journal of Positive Psychology, 1, 37- 52. https://doi.org/10.1080/17439760500373174
• SHOGREN, K. A., MCCART, A. B., LYON, K. J. Y SAILOR, W. S. (2015). All means all: Building knowledge for inclusive schoolwide transformation. Research and Practice for Persons with Severe Disabilities, 40 (3), 173-191. https://doi.org/10.1177/1540796915586191
• Shogren, K. A., Palmer, S. B., Wehmeyer, M. L., Williams-Diehm, K. Y LITTLE, T. D. (2012). Effect of intervention with the Self-Determined Learning Model of Instruction on access and goal attainment. Remedial and Special Education, 33 (5), 320-330. https://doi.org/10.1177/0741932511410072
• SHOGREN, K. A., WEHMEYER, M. L. Y LANE, K. L. (2016). Embedding interventions to promote self-determination within multi-tiered systems of supports. Exceptionality. https://doi.org/10.1080/09362835.2015.1064421
• SHOGREN, K. A., WEHMEYER, M. L., LITTLE, T. D., FORBER-PRATT, A. J., PALMER, S. B. Y SEO, H. (2015). Preliminary validity and reliability of scores on the Self-Determination Inventory- Student Report version. Career for Development and Transition for Exceptional Indivi- duals, 50 (3), 251-263. https://doi.org/10.1177/2165143415594335
• Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Forber-Pratt, A. J., Little, T. D. Y LOPEZ, S. (2015). Causal agency theory: reconceptualizing a functional model of self-determina- tion. Education and Training in Autism and Developmental Disabilities, 50 (3), 251-263.
• SHOGREN, K. A., WEHMEYER, M. L., PALMER, S. B., RIFENBARK, G. G. Y LITTLE, T. D. (2015). Relationships between self-determination and postschool outcomes for youth with disabi- lities. Journal of Special Education, 53, 30-41. https://doi.org/10.1177/0022466913489733
• TEST, D. W., MAZZOTTI, V. L., MUSTIAN, A. L., FOWLER, C. H., KORTERING, L. Y KOHLER, P. (2009). Evidence-based secondary transition predictors for improving postschool out- comes for students with disabilities. Career Development for Exceptional Individuals, 32 (3), 160-181. https://doi.org/10.1177/0885728809346960
• VERDUGO, M. Á., VICENTE, E., GÓMEZ-VELA, M., FERNÁNDEZ, R., WEHMEYER, M. L., BADIA, M., GONZÁLEZ-GIL, F. Y CALVO, M. I. (2015). Escala ARC-INICO de Evaluación de la Auto- determinación: Manual de aplicación y corrección. Salamanca: INICO.
• VICENTE, E., GUILLÉN, V. Y VERDUGO, M. Á. (2014). La autodeterminación a lo largo de la vida de las personas con discapacidad. Revisión de recursos para profesionales. En D. wOJciK,
• WEHMEYER, M. L. (2003). A functional theory of self-determination: Definition and catego- rization. En M. L. wehMeyer, B. abery, D. MithauG y R. Stancliffe (Eds.), Theory in self-determination: Foundations for educational practice (pp. 174-181). Springfield: Thomas Publishing Co.
• WEHMEYER, M. L. Y KELCHNER, K. (1995). The Arc's self-determination scale. Silver Springs, MD: The Arc of the United States.
• WEHMEYER, M. L., PALMER, S., AGRAN, M., MITHAUG, D. Y MARTIN, J. (2000). Promoting causal agency: The self-determined learning model of instruction. Exceptional Children, 66, 439-453.
• WEHMEYER, M. L., PALMER, S. B., SHOGREN, K. A., WILLIAMS-DIEHM, K. Y SOUKUP, J. H. (2013). Establishing a causal relationship between intervention to promote self-determination and enhanced student self-determination. The Journal of Special Education, 46 (4), 195-210. https://doi.org/10.1177/0022466910392377
• WEHMEYER, M. L., PERALTA, F., ZULUETA, A., GONZÁLEZ TORRES, M. C. Y SOBRINO, A. (2006). Escala de autodeterminación personal ARC Instrumento de valoración y guía de aplicación: Manual Técnico de la adaptación espa-ola. Madrid: CEPE.
• WEHMEYER, M. L., SHOGREN, K. A., PALMER, S. B., WILLIAMS-DIEHM, K. L., LITTLE, T. D. Y BOULTON, A. (2012). The impact of the Self-Determined Learning Model of Instruction on student self-determination. Exceptional Children, 78 (2), 135-153. https://doi.org/10.1177/001440291207800201
• WOLMAN, J. M., CAMPEAU, P. L., DUBOIS, P. A., MITHAUG, D. E. Y STOLARSKI, V. S. (1994). Air Self-Determination Scale and User Guide. Columbia: American Institutes for Research.