ERIC Number: EJ1407574
Record Type: Journal
Publication Date: 2024
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2165-1434
EISSN: EISSN-2165-1442
The Goal Setting Challenge App: Impact on Transition Goal Attainment Outcomes of Students with Disabilities
Karrie A. Shogren; Valerie L. Mazzotti; Tyler A. Hicks; Sheida K. Raley; Daria Gerasimova; Jesse R. Pace; Stephen M. Kwiatek; Darcy Fredrick; Jared H. Stewart-Ginsburg; Richard Chapman; Danielle Wysenski
Career Development and Transition for Exceptional Individuals, v47 n1 p4-18 2024
Promoting self-determination is essential to effective transition services and supports. The Goal Setting Challenge App (GSC App) was developed to deliver self-determination instruction via technology, building on the evidence-based Self-Determined Learning Model of Instruction (SDLMI). This article presents data on goal attainment outcomes for students with disabilities who participated in a small, cluster-randomized controlled trial (C-RCT) of the GSC App during the 2020 to 2021 academic year and the ongoing COVID-19 pandemic. Findings suggest it is highly probable the GSC App enhances student transition goal attainment outcomes after one semester, with students three times more likely to attain their self-identified transition goals in the GSC App than in the business-as-usual condition. The impact of COVID-19 on implementation and sample loss is described, as are implications for research and practice.
Descriptors: Goal Orientation, COVID-19, Pandemics, Computer Software, Self Determination, Teaching Methods, Outcomes of Education, Students with Disabilities, Secondary School Students, Transitional Programs, Comparative Analysis, Special Education Teachers, Faculty Development, Computer Assisted Instruction, Fidelity, Special Education, Bayesian Statistics, Individualized Transition Plans
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Related Records: ED628091
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A180012
Data File: URL: https://osf.io/8kqa5/?view_only=8801dcf2f2f8421fbfcb9f69cfb739d0