Students' self-determination (SD) can positively influence their ability to make choices in planning for their future. The current study is a preliminary validity study on the most recent 21-item version of Shogren and Wehmeyer's Self-Determination Inventory: Student Report (SDI-SR). The SDI-SR was administered to 316 students (ages 13-22) and results were examined with exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Results of the EFA on a 7-factor solution (TLI = 0.97; RMSEA = 0.04; SRMR = 0.02) aligned with the theoretical basis for the SDI:SR as well as results for the 7-factor CFA using simulated data (TLI = 0.913; RMSEA = 0.047; SRMR = 0.072 and CFI = 0.931); however, the CFA 7-factor solution results on the present study data were slightly lower than what is considered acceptable model fit (TLI = 0.883; RMSEA = 0.04; RMSR = 0.047). These results combined suggest that theory-based 7-factor solution does capture seven latent constructs in this data. A CFA was also conducted with a 5-factor structure based on factor loading from an EFA using the present research data resulting in a better model fit (TLI = 0.912; RMSEA = .075; SRMR = 0.046; and CFI = 0.940) as well as …

Secondary students with specific learning disabilities often have challenges with academic engagement and performance within the general education setting. Opportunity to respond strategies, such as student response systems, have shown promise in supporting academic engagement for students without disabilities. However, there are few studies examining the relationship between student response systems and academic engagement for older students with specific learning disabilities. The purpose of this study was to pilot the use of Google classroom as a student response system on academic participation and disruptive behavior for high school students with specific learning disability. While the study began as a multiple baseline across participants single-subject research design, the design was changed due to school closures as a result of COVID-19. A high-school student with specific learning disability participated in a study using an AB non-experimental design. The student response system resulted in an abrupt change in academic participation for the participant. The student and teacher perceived the intervention to be effective and appropriate for increasing participation and decreasing disruptive behavior. This study contributes to a limited body of research on student response systems for secondary students with specific learning disabilities.