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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| Published in | Exceptional children Vol. 72; no. 3; pp. 299 - 316 |
|---|---|
| Main Authors | , , , , , |
| Format | Journal Article |
| Language | English |
| Published |
Los Angeles, CA
SAGE Publications
01.04.2006
Council for Exceptional Children Sage Publications, Inc SAGE PUBLICATIONS, INC |
| Subjects | |
| Online Access | Get full text |
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| Abstract | 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. |
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| AbstractList | 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. [PUBLICATION ABSTRACT] 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. 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. (Contains 3 figures and 5 tables.) |
| Audience | Secondary Education Professional Academic |
| Author | Martin, James E. Van Dycke, Jamie L. Christensen, W. Robert Gardner, J. Emmett Lovett, David L. Greene, Barbara A. |
| Author_xml | – sequence: 1 givenname: James E. surname: Martin fullname: Martin, James E. email: jemartin@ou.edu organization: University of Oklahoma – sequence: 2 givenname: Jamie L. surname: Van Dycke fullname: Van Dycke, Jamie L. organization: Northeastern Oklahoma State University – sequence: 3 givenname: W. Robert surname: Christensen fullname: Christensen, W. Robert organization: Eastern Kentucky University – sequence: 4 givenname: Barbara A. surname: Greene fullname: Greene, Barbara A. organization: University of Oklahoma – sequence: 5 givenname: J. Emmett surname: Gardner fullname: Gardner, J. Emmett organization: University of Oklahoma – sequence: 6 givenname: David L. surname: Lovett fullname: Lovett, David L. organization: University of Oklahoma |
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| Copyright | 2006 Council for Exceptional Children 2007 INIST-CNRS COPYRIGHT 2006 Sage Publications, Inc. Copyright Council for Exceptional Children Spring 2006 |
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| Keywords | Human Participation Learning disability Intellectual deficiency Teacher Developmental disorder Educational schedule Student Mental retardation Evidence-based medicine Special education |
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| References | Gersten, Fuchs, Compton, Coyne, Greenwood, Innocenti 2005; 71 Odom, Brantlinger, Gersten, Horner, Thompson, Harris 2005; 71 Horner, Carr, Halle, McGee, Odom, Wolery 2005; 71 Lovitt, Cushing, Stump 1994; 30 Snyder, Shapiro 1997; 22 Martin, Marshall 1995; 30 Allen, Smith, Test, Flowers, Wood 2001; 24 Martin, Marshall, Sale 2004; 70 Lehmann, Bassett, Sands 1999; 20 Martin, Van Dycke, Greene, Gardner, Christensen, Woods Valenzuela, Martin 2005; 28 Morningstar, Turnbull, Turnbull 1995; 62 Snyder 2002; 27 Powers, Turner, Matuszewski, Wilson, Loesch 1999; 21 bibr1-001440290607200303 Martin J. E. (bibr9-001440290607200303) 1997 Martin J. E. (bibr8-001440290607200303) 1997 Martin J. E. (bibr11-001440290607200303) bibr3-001440290607200303 Sweeney M. A. (bibr18-001440290607200303) 1997 bibr19-001440290607200303 bibr13-001440290607200303 bibr16-001440290607200303 bibr17-001440290607200303 bibr6-001440290607200303 bibr7-001440290607200303 bibr12-001440290607200303 bibr5-001440290607200303 Whitehurst G. J. (bibr21-001440290607200303) 2003 bibr10-001440290607200303 bibr4-001440290607200303 Powers L. E. (bibr14-001440290607200303) 1999; 21 Van Dycke J. L. (bibr20-001440290607200303) 2005 Snyder E. P. (bibr15-001440290607200303) 2000 Cohen J. (bibr2-001440290607200303) 1988 |
| References_xml | – volume: 24 start-page: 107 year: 2001 end-page: 120 article-title: The effects of Self-Directed IEP on student participation in IEP meetings publication-title: Career Development for Exceptional Individuals contributor: fullname: Wood – volume: 71 start-page: 137 year: 2005 end-page: 148 article-title: Research in special education: Scientific methods and evidence-based practices publication-title: Exceptional Children contributor: fullname: Harris – volume: 70 start-page: 285 year: 2004 end-page: 297 article-title: A 3-year study of middle, junior high, and high school IEP meetings publication-title: Exceptional Children contributor: fullname: Sale – article-title: Direct observation of teacher-directed secondary IEP meetings: Establishing the need for self-determination and student participation instruction publication-title: Exceptional Children contributor: fullname: Woods – volume: 28 start-page: 4 year: 2005 end-page: 14 article-title: Self-Directed IEP: Bridging values of diverse cultures and secondary education publication-title: Career Development for Exceptional Individuals contributor: fullname: Martin – volume: 71 start-page: 165 year: 2005 end-page: 179 article-title: The use of single subject research to identify evidence-based practice in special education publication-title: Exceptional Children contributor: fullname: Wolery – volume: 30 start-page: 147 year: 1995 end-page: 156 article-title: ChoiceMaker: A comprehensive self-determination transition program publication-title: Intervention in School and Clinic contributor: fullname: Marshall – volume: 30 start-page: 34 year: 1994 end-page: 37 article-title: High school students rate their IEPs: Low opinions and lack of ownership publication-title: Intervention in School and Clinic contributor: fullname: Stump – volume: 62 start-page: 249 year: 1995 end-page: 260 article-title: What do students with disabilities tell us about the importance of family involvement in the transition from school to adult life? publication-title: Exceptional Children contributor: fullname: Turnbull – volume: 27 start-page: 340 year: 2002 end-page: 357 article-title: Teaching students with combined behavioral disorders and mental retardation to lead their own IEP meetings publication-title: Behavioral Disorders contributor: fullname: Snyder – volume: 71 start-page: 149 year: 2005 end-page: 164 article-title: Quality indicators for group experimental and quasi-experimental research in special education publication-title: Exceptional Children contributor: fullname: Innocenti – volume: 22 start-page: 246 year: 1997 end-page: 259 article-title: Teaching students with emotional disorders the skills to participate in the development of their own IEPs publication-title: Behavioral Disorders contributor: fullname: Shapiro – volume: 21 start-page: 18 year: 1999 end-page: 26 article-title: A qualitative analysis of student involvement in transition planning publication-title: The Journal for Vocational Special Needs Education contributor: fullname: Loesch – volume: 20 start-page: 160 year: 1999 end-page: 169 article-title: Students' participation in transition-related actions: A qualitative study publication-title: Remedial and Special Education contributor: fullname: Sands – volume-title: ChoiceMaker self-determination assessment year: 1997 ident: bibr8-001440290607200303 contributor: fullname: Martin J. E. – volume-title: The Self-Directed IEP year: 1997 ident: bibr9-001440290607200303 contributor: fullname: Martin J. E. – volume-title: Determining the impact of the Self-Directed IEP instruction on secondary IEP documents year: 2005 ident: bibr20-001440290607200303 contributor: fullname: Van Dycke J. L. – ident: bibr16-001440290607200303 doi: 10.1177/019874290202700411 – volume-title: Identifying and implementing educational practices supported by rigorous evidence: A user friendly guide year: 2003 ident: bibr21-001440290607200303 contributor: fullname: Whitehurst G. J. – ident: bibr3-001440290607200303 doi: 10.1177/001440290507100202 – ident: bibr6-001440290607200303 doi: 10.1177/105345129403000106 – volume-title: Statistical power analysis for the behavioral sciences year: 1988 ident: bibr2-001440290607200303 contributor: fullname: Cohen J. – ident: bibr13-001440290607200303 doi: 10.1177/001440290507100201 – ident: bibr7-001440290607200303 doi: 10.1177/105345129503000304 – ident: bibr10-001440290607200303 doi: 10.1177/001440290407000302 – ident: bibr1-001440290607200303 doi: 10.1177/088572880102400202 – volume: 21 start-page: 18 year: 1999 ident: bibr14-001440290607200303 publication-title: The Journal for Vocational Special Needs Education contributor: fullname: Powers L. E. – ident: bibr17-001440290607200303 doi: 10.1177/019874299702200405 – ident: bibr5-001440290607200303 doi: 10.1177/074193259902000307 – volume-title: Examining the effects of teaching ninth grade students receiving special education learning supports services to conduct their own IEP meetings year: 2000 ident: bibr15-001440290607200303 contributor: fullname: Snyder E. P. – volume-title: The effects of self-determination training on student involvement in the IEP process year: 1997 ident: bibr18-001440290607200303 contributor: fullname: Sweeney M. A. – ident: bibr12-001440290607200303 doi: 10.1177/001440299606200306 – ident: bibr11-001440290607200303 publication-title: Exceptional Children contributor: fullname: Martin J. E. – ident: bibr19-001440290607200303 doi: 10.1177/08857288050280010301 – ident: bibr4-001440290607200303 doi: 10.1177/001440290507100203 |
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| Snippet | This study examined the effectiveness of the Self-Directed IEP to teach individualized education program (IEP) meeting skills. One hundred and thirty secondary... |
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| SubjectTerms | 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 |
| Title | Increasing Student Participation in IEP Meetings: Establishing the Self-Directed IEP as an Evidenced-Based Practice |
| URI | https://journals.sagepub.com/doi/full/10.1177/001440290607200303 http://eric.ed.gov/ERICWebPortal/detail?accno=EJ754350 https://www.proquest.com/docview/201096445 |
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