The Effects of the SDLMI on the Acquisition of Self‐Determination Skills for Youth With Autism Spectrum Disorder

Orum Çattık et al. (2026) tested SDLMI with teens who have autism. SDLMI is a three-step plan that lets students pick a goal, make a plan, and check their own progress.

The team used a multiple-baseline design across participants. Each teen chose a real-life skill they wanted, such as cooking noodles or riding the city bus.

Every teen learned the skill they picked and kept it weeks later. Parents and teachers said the goals mattered and the steps were easy to use.

Social-validity scores were high, meaning the teens felt more in charge of their own lives.

Hong et al. (2015) and Hong et al. (2016) say video modeling is the only daily-living intervention that already clears strict evidence standards. Orum Çattık adds SDLMI to that short list, giving you a second choice that is student-led instead of video-led.

Matson et al. (1994) taught young kids with picture cards. The new study shows the same self-management idea still works when teens use SDLMI’s student-directed plan.

Payne et al. (2020) argued SDLMI should work for students with extensive support needs. This study is the first to prove it works for adolescents with autism who want real-world life skills.

You now have a ready-to-run package that lets teens choose goals that matter to them, learn the skill, and keep it without you holding their hand. Swap one scripted prompt for SDLMI’s three questions and watch motivation climb.