Evaluating Teacher Treatment Integrity of a Function-Based Self-Determined Learning Model of Instruction for Autistic Secondary Students

In secondary school settings, autistic students are often excluded from meaningful participation in development of the behavior interventions they receive, despite clear evidence that student participation is critical to the relevance, effectiveness, and sustainability of behavior support. This exclusion is especially consequential during the transition years, when challenging behavior can limit access to instructional experiences essential for postsecondary success. Although function-based interventions are among the most effective approaches for addressing behavior that interferes with learning, they are typically developed and implemented with little attention to student voice, autonomy, or self-determination. The Self-Determined Learning Model of Instruction (SDLMI) is an evidence-based instructional framework that supports teachers in explicitly teaching students to set goals, take action, and evaluate progress across academic, behavioral, and transition-related domains. In the current study, SDLMI implementation is individualized based on the function of each student’s behavior and informed by student input gathered during the functional behavior assessment process, aligning intervention goals with students’ values, preferences, and post-school aspirations. Because the effectiveness of school-based interventions is highly dependent on teacher implementation, this study examines the relation between Behavioral Skills Training (BST) and teacher treatment integrity during implementation of a function-based SDLMI for autistic students ages 14-21 whose behavior interferes with learning. A concurrent multiple-probe across participants design is proposed to evaluate teacher treatment integrity and secondary student outcomes, including challenging behavior and SDLMI knowledge. Findings will inform practical, scalable approaches to teacher training methods regarding behavior intervention that promote self-determination, dignity, and meaningful in-school and post-school outcomes during the transition years.