Increasing Student Participation in IEP Meetings: Establishing the Self-Directed IEP as an Evidenced-Based Practice

This study examined the effectiveness of the Self-Directed IEP to teach individualized education program (IEP) meeting skills. One hundred and thirty secondary students were randomly assigned to the treatment or control group. Observations of 130 meetings and 764 IEP team members were performed usin...

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Bibliographic Details
Published inExceptional children Vol. 72; no. 3; pp. 299 - 316
Main Authors Martin, James E., Van Dycke, Jamie L., Christensen, W. Robert, Greene, Barbara A., Gardner, J. Emmett, Lovett, David L.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.04.2006
Council for Exceptional Children
Sage Publications, Inc
SAGE PUBLICATIONS, INC
Subjects
Behavior Problems
Biological and medical sciences
Comparative Analysis
Control Groups
Education
Effectiveness
High School Students
Individualized Education Programs
Individualized Instruction
Learner Engagement
Medical sciences
Meetings
Middle School Students
Pretests Posttests
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Schools
Self Advocacy
Self Determination
Special Education Teachers
Special education. Orthophony
Student Interests
Student Participation
Students
Teaching Methods
Teamwork
Transitional Programs
Treatments
United States
United States
Human
Participation
Learning disability
Intellectual deficiency
Teacher
Developmental disorder
Educational schedule
Student
Mental retardation
Evidence-based medicine
Special education
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Summary:This study examined the effectiveness of the Self-Directed IEP to teach individualized education program (IEP) meeting skills. One hundred and thirty secondary students were randomly assigned to the treatment or control group. Observations of 130 meetings and 764 IEP team members were performed using 10-s momentary time sampling to determine the percentage of intervals team members talked and the percentage of time they discussed transition. Special education teachers completed a pre/post ChoiceMaker self-determination student skill and opportunity assessment, and meeting participants answered postmeeting surveys. The Self-Directed IEP had a strong effect on increasing the percentage of time students talked, started, and led the meetings. This was verified by survey results. These findings add to the growing literature demonstrating the effectiveness of the Self-Directed IEP.
ISSN:0014-4029
2163-5560
DOI:10.1177/001440290607200303