The Goal Setting Challenge App: Promoting Self-Determination Through Technology

IF 2.3 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2023-04-27 DOI:10.1177/07419325221147698

Valerie L. Mazzotti, K. Shogren, Jared H. Stewart-Ginsburg, Stephen M. Kwiatek, Mayumi Hagiwara, Danielle Wysenski, Richard Chapman

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引用次数: 1

Abstract

Promoting student self-determination is recognized as the best practice in secondary transition planning. Few self-determination interventions have utilized technology to provide individualized learning opportunities. The Goal Setting Challenge (GSC) App was developed to provide a technology-based instructional approach to support developing self-determination. The purpose of this single-case study was to evaluate the impact of the GSC App on self-determination knowledge outcomes for students with disabilities and explore the feasibility of students’ use of the App in transition planning over an academic semester. Results were significantly impacted due to the COVID-19 pandemic; however, this created opportunities to explore feasibility during in-person instruction and the unprecedented shift to remote learning. Findings suggest mixed results related to outcomes for student use and feasibility but suggest the possibility of the App providing a student-friendly means for engaging in self-determination instruction during in-person and remote instruction. Limitations and implications for future research and practice are discussed.

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目标设定挑战应用程序：通过技术促进自我决定

促进学生自决被认为是中学过渡规划的最佳实践。很少有自决干预措施利用技术提供个性化学习机会。目标设定挑战（GSC）应用程序旨在提供一种基于技术的教学方法，以支持发展自决能力。本单案例研究的目的是评估GSC应用程序对残疾学生自决知识成果的影响，并探讨学生在一个学期的过渡规划中使用该应用程序的可行性。结果因新冠肺炎大流行而受到重大影响；然而，这为在面对面教学和前所未有的远程学习转变中探索可行性创造了机会。研究结果表明，与学生使用的结果和可行性有关的结果喜忧参半，但表明该应用程序有可能在面对面教学和远程教学中为学生提供一种友好的自决教学方式。讨论了未来研究和实践的局限性和意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

期刊介绍： Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.