S
Sheida K. Raley Data-verified
Affiliation confirmed via AI analysis of OpenAlex, ORCID, and web sources.
High Impact
Assistant Professor of Special Education
faculty
21 h-index
110 pubs
1,401 cited
Research Areas
Links
Biography and Research Information
OverviewAI-generated summary
Sheida K. Raley's research focuses on promoting self-determination and personal autonomy for students with disabilities, particularly in inclusive secondary classroom settings. Her work investigates the impact of instructional models, such as the Self-Determined Learning Model of Instruction, on student outcomes. Raley has examined specific populations, including racially and ethnically marginalized students with disabilities and autistic adolescents and young adults, exploring factors like resilience and executive processes.
Her research also extends to the practical application of assessment frameworks, such as Goal Attainment Scaling, within the intellectual and developmental disabilities field. Raley has contributed to understanding the effects of professional development on educators implementing self-determination strategies. Her scholarship is supported by collaborations with colleagues at the University of Arkansas at Fayetteville, including Tyler A. Hicks, Darcy Fredrick, Stephen M. Kwiatek, and Daria Gerasimova. Raley is recognized as a highly cited researcher, with an h-index of 21 and over 1,379 citations across 109 publications.
Metrics
- h-index: 21
- Publications: 110
- Citations: 1,401
Selected Publications
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Self-Determination and Self-Determined Learning (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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Conceptualizing Fidelity of Implementation of a Technology-Delivered Self-Determination Intervention (2025)
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Student Perspectives on Using the Self-Determined Learning Model of Instruction to Enhance Outcomes (2024)
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The Importance of Network Intentionality: Examining Predictors of Interagency Collaboration for Secondary Special Educators (2024)
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Instructional Content and Self-Determination in Individualized Education Program Annual Goals for Students With Extensive Support Needs (2024)
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Developing the Self-Determined Learning Model of Instruction (SDLMI) Teacher Roles Self-Report Measure (2023)
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Setting standards for SDLMI fidelity: Promoting Data‐driven decision making to advance Self‐determination instruction (2023)
Collaboration Network
Top Collaborators
Karrie A. Shogren
Association of University Centers on Disabilities (US)
48 shared publications
- Self-Determination and Causal Agency Theory
- The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination in Inclusive, Secondary Classrooms
- Goal Attainment Scaling: A Framework for Research and Practice in the Intellectual and Developmental Disabilities Field
- Exploring Self-Determination Outcomes of Racially and Ethnically Marginalized Students With Disabilities in Inclusive, General Education Classrooms
- “Eye Opening and Chaotic”: Resilience and Self-Determination of Secondary Students with Disabilities Amidst the COVID-19 Pandemic
Showing 5 of 48 shared publications
Tyler A. Hicks
Association of University Centers on Disabilities
8 shared publications
In database
- Exploring Self-Determination Outcomes of Racially and Ethnically Marginalized Students With Disabilities in Inclusive, General Education Classrooms
- Self-Report and Administrative Data on Disability and IEP Status: Examining Differences and Impacts on Intervention Outcomes
- The Goal Setting Challenge App: Impact on Transition Goal Attainment Outcomes of Students With Disabilities
- The Impact of Teacher Supports for Implementing the Self-Determined Learning Model of Instruction on Student Outcomes in Inclusive General Education Classes
- Setting standards for SDLMI fidelity: Promoting Data‐driven decision making to advance Self‐determination instruction
Showing 5 of 8 shared publications
Abdulaziz H. Alsaeed
University of Kansas (US)
8 shared publications
- Exploring Self-Determination Outcomes of Racially and Ethnically Marginalized Students With Disabilities in Inclusive, General Education Classrooms
- A Systematic Review of Interventions to Promote Self-Determination for Students With Extensive Support Needs
- A Systematic Review of the Research: The Self-Determined Learning Model of Instruction Within MTSS
- The Impact of Teacher Supports for Implementing the Self-Determined Learning Model of Instruction on Student Outcomes in Inclusive General Education Classes
- Implementing the Self-Determined Learning Model of Instruction in Culturally Responsive Ways
Showing 5 of 8 shared publications
Mayumi Hagiwara
University of Kansas (US)
7 shared publications
- Exploring Self-Determination Outcomes of Racially and Ethnically Marginalized Students With Disabilities in Inclusive, General Education Classrooms
- Empowering Transition-Age Students to Use Self-Determination Assessment to Lead IEP Goal Development
- Supporting All Students to Be Self-Determined: Using the Self-Determined Learning Model of Instruction Within Multi-Tiered Systems of Supports
- 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
Showing 5 of 7 shared publications
Kathleen Lynne Lane
University of Kansas (US)
6 shared publications
- The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination in Inclusive, Secondary Classrooms
- Examining the Impact of Professional Development on the Self-Determined Learning Model of Instruction for General and Special Educators
- The Self-Determined Learning Model of Instruction: Promoting Implementation Fidelity
- Self-Report and Administrative Data on Disability and IEP Status: Examining Differences and Impacts on Intervention Outcomes
- The Impact of Teacher Supports for Implementing the Self-Determined Learning Model of Instruction on Student Outcomes in Inclusive General Education Classes
Showing 5 of 6 shared publications
Valerie L. Mazzotti
University of Kansas (US)
6 shared publications
- The Goal Setting Challenge App: Impact on Transition Goal Attainment Outcomes of Students With Disabilities
- Development and Validation of the Secondary Transition Fidelity Assessment
- Examining Student Responses in Technology-Delivered Self-Determination Intervention Using the Goal-Setting Challenge App
- Conceptualizing and Developing the Secondary Transition Fidelity Assessment to Support Transition Programming and Practice
- Conceptualizing Fidelity of Implementation of a Technology-Delivered Self-Determination Intervention
Showing 5 of 6 shared publications
Evan Dean
Association of University Centers on Disabilities (US)
5 shared publications
- Goal Attainment Scaling: A Framework for Research and Practice in the Intellectual and Developmental Disabilities Field
- Advancing the Personalization of Assessment and Intervention in Autistic Adolescents and Young Adults by Targeting Self-Determination and Executive Processes
- Supported Decision-Making
- 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
Jesse R. Pace
University of Kansas (US)
5 shared publications
- The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination in Inclusive, Secondary Classrooms
- Exploring Self-Determination Outcomes of Racially and Ethnically Marginalized Students With Disabilities in Inclusive, General Education Classrooms
- Self-Report and Administrative Data on Disability and IEP Status: Examining Differences and Impacts on Intervention Outcomes
- The Goal Setting Challenge App: Impact on Transition Goal Attainment Outcomes of Students With Disabilities
- Examining the Impact of Implementation Supports on Goals Set by Students in Inclusive, Secondary Classes
Hunter A. Matusevich
University of Kansas (US)
5 shared publications
- Empowering Transition-Age Students to Use Self-Determination Assessment to Lead IEP Goal Development
- A Systematic Review of the Research: The Self-Determined Learning Model of Instruction Within MTSS
- The Impact of Teacher Supports for Implementing the Self-Determined Learning Model of Instruction on Student Outcomes in Inclusive General Education Classes
- Finding Common Ground: Tips to Promote Self-Determination in Inclusive Contexts for High School General and Special Educators
- Student-Led Transition Planning Using the Self-Determined Learning Model of Instruction
Jennifer A. Kurth
University of Wisconsin–Madison (US)
5 shared publications
- A Systematic Review of Interventions to Promote Self-Determination for Students With Extensive Support Needs
- Finding Common Ground: Tips to Promote Self-Determination in Inclusive Contexts for High School General and Special Educators
- Instructional Content and Self-Determination in Individualized Education Program Annual Goals for Students With Extensive Support Needs
- Implementing the Self-Determined Learning Model of Instruction in Culturally Responsive Ways
- Developing the Self-Determined Learning Model of Instruction (SDLMI) Teacher Roles Self-Report Measure
Graham G. Rifenbark
University of Connecticut (US)
4 shared publications
- The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination in Inclusive, Secondary Classrooms
- The Self-Determined Learning Model of Instruction: Promoting Implementation Fidelity
- Self-Report and Administrative Data on Disability and IEP Status: Examining Differences and Impacts on Intervention Outcomes
- Development and Validation of the Secondary Transition Fidelity Assessment
LaRon A. Scott
University of Kansas (US)
4 shared publications
- Exploring Self-Determination Outcomes of Racially and Ethnically Marginalized Students With Disabilities in Inclusive, General Education Classrooms
- Implementing the Self-Determined Learning Model of Instruction in Culturally Responsive Ways
- 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
Stephen M. Kwiatek
Utah State University
4 shared publications
In database
- The Goal Setting Challenge App: Impact on Transition Goal Attainment Outcomes of Students With Disabilities
- Examining Student Responses in Technology-Delivered Self-Determination Intervention Using the Goal-Setting Challenge App
- 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
4 shared publications
In database
- The Goal Setting Challenge App: Impact on Transition Goal Attainment Outcomes of Students With Disabilities
- Examining Student Responses in Technology-Delivered Self-Determination Intervention Using the Goal-Setting Challenge App
- 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
Kathryn Burke
University of Arkansas at Fayetteville
3 shared publications
In database
- Goal Attainment Scaling: A Framework for Research and Practice in the Intellectual and Developmental Disabilities Field
- Supporting All Students to Be Self-Determined: Using the Self-Determined Learning Model of Instruction Within Multi-Tiered Systems of Supports
- Instructional Content and Self-Determination in Individualized Education Program Annual Goals for Students With Extensive Support Needs
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