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Martin presents a brief overview and analysis of the article, Promoting self-determination in early elementary school: Teaching self-regulated problem-solving and goal-setting skills, originally published in Remedial and Special Education. The author presents a summary of the key components of the article including the introduction, method and results of the study. They offer an additional analysis of implications for future practice, including a discussion of the benefit of the Self-Determination Learning Model of Instruction for all students, in a variety of developmental and delivery contexts.