Sheida K. Raley
Affiliation confirmed via AI analysis of OpenAlex, ORCID, and web sources.
Assistant Professor of Special Education
Also affiliated: Atkins (United States) (2018); Allen Institute for Brain Science (2018); University of Wisconsin–Madison (2024); University of Kansas (2017–2025); Stephen F. Austin State University (2025); Universidad Nacional Experimental Simón Rodríguez (2025); Arkansas Department of Education (2025); Association of University Centers on Disabilities (2017–2021); Human Services Research Institute (2025); Kansas Public Schools (2018–2024); University of Virginia (2024); San Francisco State University (2024); Washington State University (2024); Temple University (2024)
Faculty Researcher
Research Areas
Biomedical Subjects
Links
Biography and Research Information
OverviewAI-generated summary
Sheida K. Raley's research focuses on promoting self-determination and causal agency in students with disabilities, particularly within 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 explored how to advance the personalization of assessment and intervention by targeting self-determination and executive processes, especially in autistic adolescents and young adults.
Her publications address the importance of goal attainment scaling as a framework for research and practice in the field of intellectual and developmental disabilities. Raley has also examined the resilience and self-determination of secondary students with disabilities during the COVID-19 pandemic and conducted a systematic review of interventions aimed at promoting self-determination for students with extensive support needs. She also investigates the impact of professional development on educators implementing instructional models designed to foster self-determination.
Raley collaborates with researchers at the University of Arkansas at Fayetteville, including Tyler A. Hicks, Darcy Fredrick, Stephen M. Kwiatek, and Daria Gerasimova. Her scholarship has resulted in 111 publications and garnered 1,435 citations, contributing to an h-index of 21. She is recognized as a highly cited researcher and leads an active research group.
Metrics
- h-index: 22
- Publications: 113
- Citations: 1,571
Selected Publications
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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)
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Unterstützung der Selbstbestimmung in der Kindheit (2025)
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Unterstützung der Selbstbestimmung im Erwachsenenalter (2025)
Collaboration Network
Top Collaborators
- 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
- Developing the Self-Determined Learning Model of Instruction (SDLMI) Teacher Roles Self-Report Measure
- The Importance of Network Intentionality: Examining Predictors of Interagency Collaboration for Secondary Special Educators
Showing 5 of 8 shared publications
- 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
- A Mixed-Method Investigation of Teachers’ Knowledge, Skills, and Use of the Goal Setting Challenge App
- Autistic Young Adults Setting Transition Goals Using the Self-Determined Learning Model of Instruction
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- Setting standards for SDLMI fidelity: Promoting Data‐driven decision making to advance Self‐determination instruction
- Setting standards for SDLMI fidelity: Promoting Data‐driven decision making to advance Self‐determination instruction