Match tier
Confirmed
Presence
Current · Arkansas
Last published
2026
Sources
OpenAlex · ORCID
Refreshed
2026-10-05
S
Sheida K. Raley
Affiliation confirmed via AI analysis of OpenAlex, ORCID, and web sources.
High Impact
Assistant Professor of Special Education
Also affiliated: Utah State University (2025); University of Wisconsin–Madison (2024); University of Kansas (2017–2025); University of Massachusetts Boston (2025); Hunter College (2025); Institute for Community Inclusion (2025); Westchester Institute for Human Development (2025); University of Virginia (2024); The Ohio State University (2025); San Francisco State University (2024); Washington State University (2024); Temple University (2020–2025)
22 h-index
113 pubs
1,595 cited
Research Areas
Biomedical Subjects
Links
Biography and Research Information
OverviewAI-generated summary
Sheida K. Raley's research focuses on promoting self-determination and goal attainment for students with disabilities. Her work has investigated the impact of instructional models, such as the Self-Determined Learning Model of Instruction, on these outcomes, particularly for adolescents with intellectual disability. Raley has also examined factors influencing self-determination, including disability status, race-ethnicity, and socioeconomic status.
Her publications include meta-analyses and systematic reviews on interventions for students with disabilities, as well as studies exploring student and teacher perceptions of goal attainment. Raley has confirmed the factor structure of new measures related to self-determination and has explored its connection to causal agency theory. She has also conducted systematic reviews on self-determination for students with autism spectrum disorder and has published guidance on implementing instructional models in inclusive classrooms.
Raley's scholarly contributions are reflected in her h-index of 22 and over 1,500 citations. She collaborates with several researchers at the University of Arkansas at Fayetteville, including Tyler A. Hicks, Darcy Fredrick, Stephen M. Kwiatek, and Daria Gerasimova.
Metrics
- h-index: 22
- Publications: 113
- Citations: 1,595
Positions
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Assistant Professor of Special Education 2023–presentUniversity of Arkansas Department of Curriculum and Instruction ORCID
Selected Publications
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Adapting the Self-Determined Learning Model of Instruction for Elementary Reading: Design-Based Development and Feasibility (2026)
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The Use of a Visual Scene Display for the Acquisition of Manding in Young Children with Complex Communication Needs (2026)
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How is self-determination expressed by autistic youth? A qualitative approach of parents’ perspectives using Causal Agency Theory (2026)
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Evaluating Peer-Mediated Instruction for Children with Extensive Support Needs (2026)
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Self-Determination and Self-Determined Learning (2026)
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A Comparison of Visual Scene and Grid Displays during a Naturally Occurring Song Routine (2026)
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An Examination of Context-Aware Augmentative and Alternative Communication with Automated Response Options for Academic Communication From Autistic Children (2026)
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Autistic Young Adults Setting Transition Goals Using the Self-Determined Learning Model of Instruction (2025)
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A Mixed-Method Investigation of Teachers’ Knowledge, Skills, and Use of the Goal Setting Challenge App (2025)
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Recommendations of the Consent and Decision-Making Strand From the National Goals 2024 Conference (2025)
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Conceptualizing Fidelity of Implementation of a Technology-Delivered Self-Determination Intervention (2025)
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Causal Agency-Theorie: Ein theoretischer Rahmen zum Verständnis von Selbstbestimmung (2025)
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Causal Agency-Theorie: Definition von selbstbestimmten Handlungen (2025)
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Causal Agency-Theorie: Autonomieunterstützende Umgebungen und Interventionen (2025)
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Autonomieunterstützende Umgebungen (2025)
Collaboration Network
Top Collaborators
Karrie A. Shogren
University of Kansas (US)
25 shared publications
- Selbstbestimmung und Causal Agency-Theorie
- Instructional Content and Self-Determination in Individualized Education Program Annual Goals for Students With Extensive Support Needs
- Student Perspectives on Using the Self-Determined Learning Model of Instruction to Enhance Outcomes
- Setting standards for SDLMI fidelity: Promoting Data‐driven decision making to advance Self‐determination instruction
- The Importance of Network Intentionality: Examining Predictors of Interagency Collaboration for Secondary Special Educators
Showing 5 of 25 shared publications
Tyler A. Hicks
Association of University Centers on Disabilities
4 shared publications
In database
- Setting standards for SDLMI fidelity: Promoting Data‐driven decision making to advance Self‐determination instruction
- Conceptualizing Fidelity of Implementation of a Technology-Delivered Self-Determination Intervention
- Autistic Young Adults Setting Transition Goals Using the Self-Determined Learning Model of Instruction
- A Mixed-Method Investigation of Teachers’ Knowledge, Skills, and Use of the Goal Setting Challenge App
Christine Holyfield
University of Arkansas at Fayetteville
4 shared publications
In database
- A Comparison of Visual Scene and Grid Displays during a Naturally Occurring Song Routine
- An Examination of Context-Aware Augmentative and Alternative Communication with Automated Response Options for Academic Communication From Autistic Children
- Evaluating Peer-Mediated Instruction for Children with Extensive Support Needs
- The Use of a Visual Scene Display for the Acquisition of Manding in Young Children with Complex Communication Needs
Elizabeth R. Lorah
University of Arkansas at Fayetteville
4 shared publications
In database
- A Comparison of Visual Scene and Grid Displays during a Naturally Occurring Song Routine
- An Examination of Context-Aware Augmentative and Alternative Communication with Automated Response Options for Academic Communication From Autistic Children
- Evaluating Peer-Mediated Instruction for Children with Extensive Support Needs
- The Use of a Visual Scene Display for the Acquisition of Manding in Young Children with Complex Communication Needs
Abdulaziz H. Alsaeed
University of Kansas (US)
3 shared publications
- Student Perspectives on Using the Self-Determined Learning Model of Instruction to Enhance Outcomes
- Developing the Self-Determined Learning Model of Instruction (SDLMI) Teacher Roles Self-Report Measure
- Adapting the Self-Determined Learning Model of Instruction for Elementary Reading: Design-Based Development and Feasibility
Mayumi Hagiwara
University of Kansas (US)
3 shared publications
- Instructional Content and Self-Determination in Individualized Education Program Annual Goals for Students With Extensive Support Needs
- Student Perspectives on Using the Self-Determined Learning Model of Instruction to Enhance Outcomes
- Developing the Self-Determined Learning Model of Instruction (SDLMI) Teacher Roles Self-Report Measure
Madison Maddox
University of Arkansas at Fayetteville
3 shared publications
In database
- A Comparison of Visual Scene and Grid Displays during a Naturally Occurring Song Routine
- Evaluating Peer-Mediated Instruction for Children with Extensive Support Needs
- The Use of a Visual Scene Display for the Acquisition of Manding in Young Children with Complex Communication Needs
LaRon A. Scott
University of Kansas (US)
2 shared publications
- Student Perspectives on Using the Self-Determined Learning Model of Instruction to Enhance Outcomes
- Developing the Self-Determined Learning Model of Instruction (SDLMI) Teacher Roles Self-Report Measure
Jennifer A. Kurth
University of Wisconsin–Madison (US)
2 shared publications
- Instructional Content and Self-Determination in Individualized Education Program Annual Goals for Students With Extensive Support Needs
- Developing the Self-Determined Learning Model of Instruction (SDLMI) Teacher Roles Self-Report Measure
Jennifer L. Bumble
American Institutes for Research (US)
2 shared publications
- The Importance of Network Intentionality: Examining Predictors of Interagency Collaboration for Secondary Special Educators
- Autistic Young Adults Setting Transition Goals Using the Self-Determined Learning Model of Instruction
Evan Dean
Association of University Centers on Disabilities (US)
2 shared publications
- The Importance of Network Intentionality: Examining Predictors of Interagency Collaboration for Secondary Special Educators
- Autistic Young Adults Setting Transition Goals Using the Self-Determined Learning Model of Instruction
Valerie L. Mazzotti
University of Kansas (US)
2 shared publications
- Conceptualizing Fidelity of Implementation of a Technology-Delivered Self-Determination Intervention
- A Mixed-Method Investigation of Teachers’ Knowledge, Skills, and Use of the Goal Setting Challenge App
Darcy Fredrick
University of Kansas
2 shared publications
In database
- Conceptualizing Fidelity of Implementation of a Technology-Delivered Self-Determination Intervention
- A Mixed-Method Investigation of Teachers’ Knowledge, Skills, and Use of the Goal Setting Challenge App
Stephen M. Kwiatek
Utah State University
2 shared publications
In database
- Conceptualizing Fidelity of Implementation of a Technology-Delivered Self-Determination Intervention
- A Mixed-Method Investigation of Teachers’ Knowledge, Skills, and Use of the Goal Setting Challenge App
Helena Rodrigues Ferreira
Association of University Centers on Disabilities
2 shared publications
In database
- Conceptualizing Fidelity of Implementation of a Technology-Delivered Self-Determination Intervention
- Autistic Young Adults Setting Transition Goals Using the Self-Determined Learning Model of Instruction
Similar Researchers
Based on overlapping research topics
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