Item
Effects of a Self-Monitoring Checklist as a Component of the Self-Directed IEP
Metadados
Título
Effects of a Self-Monitoring Checklist as a Component of the Self-Directed IEP
Descrição
Education and Training in Autism and Developmental Disabilities - © Division on Autism and Developmental Disabilities
Autor
Karen M. Diegelmann; David W. Test
Língua
Ano que foi publicado
2018
País de Origem
Tipo de pesquisa
Metodologia
A multiple probe across participants design (Horner & Baer, 1978) was used to investigate the effects of the Self-Directed IEP with self monitoring checksheet with picture prompts as a component of a modified Self-Directed IEP on students’ knowledge of the steps of the IEP and time talking. Multiple probe design estab lishes the current status of the desired behav ior before introduction of the intervention is staggered across individual participants.
Amostra
Four students participated in this study from one middle school and one high school within the same school district. Inclusion criteria in cluded (a) 14–21 years old, (b) diagnosis of intellectual and multiple disabilities, (c) abil ity to express needs and wants with verbal speech (e.g., I like to cook), and (d) good attendance record defined as missing no more than three days per semester. Students were excluded from the study if they (a) already learned the Self-Directed IEP (Martin et al., 1996) strategy or any IEP participation strat egy, or (b) led their IEP meeting in the past. Alexander was a 14-year-old Caucasian male with mild intellectual disability. He attended eighth grade and participated in the regular education setting for 39% of his school day. According to his school cumulative folder, Al exander scored in the extremely low range (i.e., 41) compared to his same-aged peers, on the Wechsler Intelligence Scale for Children-II (WISC-IV, Wechsler, 2003), and in the well below average range on the Woodcock Johnson Tests of Achievement-III (WJ-III; Woodcock, McGrew, & Mather, 2007), with scores for Broad Reading 46, Broad Math 20, and Written Expression 41. On the Adaptive Be havior Assessment System-III (ABAS-II; Harrison & Oakland, 2003), Alexander scored in the extremely low range as recorded by his par ent 70,regular education teacher 62, and his special education teacher 55, and his score on the STAR Reading assessment (Re naissance Learning, 2014) was equivalent to 1.8 grade level. T’lik was a 14-year-old Caucasian male with multiple disabilities. He attended eighth grade and participated in the regular education setting for 39% of his school day. According to his school cumulative folder, T’Lik scored in the low normal learning rate/ potential range (i.e., 86) on the Wechsler Non verbal Scale of Ability (WNV; Wechsler & Na glieri, 2006) and on the WJ-III his scores were Broad Reading 62, Reading Comprehen sion 67, Math Calculation 56, and Writ ten Expression 69. On the Test of Auditory Processing Skills (TAPS, Martin & Brownell, 2005), his scores were, Standard Score 61, Phonological 66, Auditory Memory 55, and Cohesion 65, and his score on the STAR Reading assessment (Renaissance Learn ing, 2014) was equivalent to 1.3 grade level. Mary was an 18-year-old Caucasian female with mild intellectual disability. She attended tenth grade and participated in the regular classroom for 80% of her school day. Accord ing to her school cumulative folder, Mary scored 60 on the full scale WISC-IV (Wechsler, 2003) and on the WJ-III (Woodcock et al2007) her scores were Basic Reading Reading Comprehension 64, Math Calcula tions 57, and Written Expression 68. On the ABAS-II (Harrison & Oakland, 2003) Gen eral Adaptive Composite, she was scored by her parent 74 and special education teacher 54. Mary scored 80 which was below average compared to her same aged peers on the Beery-Buktenica Developmental Test of Visual Motor Integration (VMI, Beery & Beery, 2004) and on the Clinical Evaluation of Language Fun damentals- Fourth Edition (CELF-4, Semel, Wiig, & Secord, 2003) her scores were Core Lan guage 70, Receptive Language Expressive Language 69. Ray was a 15-year-old Caucasian male with mild intellectual disability and other health impairment. Ray was also diagnosed with At tention Deficit Hyperactivity Disorder, for which he took medication twice daily. He at tended 10th grade and participated in the regu lar education setting for 80% of his school day. According to his school cumulative folder, Ray scored in the very low range of ability compared to his same age peers (i.e., 51) on the WISC-IV (Wechsler, 2003), and in the very low range (i.e., 57) on the Differential Ability Scales-II (DAS, Elliott, 2007). On the ABAS-II (Harrison & Oak land, 2003), he scored in the extremely low range as recorded by his mother and special education teacher. Ray exhibited an extreme processing deficit when assessed on the VMI (Beery & Beery, 2004). Additionally, on the Oral and Written Language Scales, Second edition (OWLS-II, Carrow-Woolfolk, 1996), he scored in the extremely low range of ability (i.e., 52) on both Listening Comprehension and Oral Ex pression.
Método de Pesquisa
Materials to be used in this study were (a) the Self-Directed IEP curriculum (Martin et al., 1996), (b) experi menter-made self-monitoring checklist with picture prompts, and (c) laptop computer with DVD player, (d) Sony Cyber-Shot digital video-recorder, and (e) experimenter-made flashcard with picture prompts for vocabulary words. For purposes of this study, a modified ver sion of the Self-Directed IEP was used, which includes nine of the original 11 steps com bined into seven lessons.The steps not included from the Self-Directed IEP curriculum were (a) Deal with differences in opinion; and (b) Work on IEP goals all year.
Principais Descobertas
Results showed three of four students
only met criteria once the self-monitoring checklist was introduced. In addition, three students were able to
generalize to post-intervention mock IEPs using the self-monitoring checklist.
Comentário Avaliativo
There are several limitations to the findings of this study. First, all four participants were pro vided special education services in self-con tained or pull-out settings which reduced their opportunities to share ideas and options for postsecondary employment, education, and independent living with peers without dis abilities. this component analysis was lim ited as it only focused on students with mild intellectual disability and multiple disabilities. An implication for practitioners is to be aware of students’ varying strengths and needs across the classroom so evidence-based transition planning programs such as the Self-Directed IEP can be adapted for individual students. A third implication for practice is to create opportunities to extend transition planning activities to students with and without disabil ities in the inclusive classroom (Shogren et al., 2015; Thomas & Dyckes, 2011; Wehmeyer, 2016). Many of the skills taught in these pro grams are valuable to all students, regardless of disability, including self-determination and choosing goals for their future.