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

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Title: Increasing Student Participation in IEP Meetings: Establishing the Self-Directed IEP as an Evidenced-Based Practice.
Authors: MARTIN, JAMES E., VAN DYCKE, JAMIE U., CHRISTENSEN, W. ROBERT, GREENE, BARBARA A., GARDNER, J. EMMETT, LOVETT, DAVID L.
Source: Exceptional Children. Spring2006, Vol. 72 Issue 3, p299-316. 18p. 6 Charts, 2 Graphs.
Subjects: Individualized education programs, Education, Educational programs, Continuous progress programs, Teachers, Teacher educators, Special education, Teaching, Educational law & legislation
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. [ABSTRACT FROM AUTHOR]
Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Increasing Student Participation in IEP Meetings: Establishing the Self-Directed IEP as an Evidenced-Based Practice.
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  Data: <searchLink fieldCode="JN" term="%22Exceptional+Children%22">Exceptional Children</searchLink>. Spring2006, Vol. 72 Issue 3, p299-316. 18p. 6 Charts, 2 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Individualized+education+programs%22">Individualized education programs</searchLink><br /><searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+programs%22">Educational programs</searchLink><br /><searchLink fieldCode="DE" term="%22Continuous+progress+programs%22">Continuous progress programs</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching%22">Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+law+%26+legislation%22">Educational law & legislation</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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