Item
Increasing Student Participation in IEP Meetings: Establishing the Self-Directed IEP as an Evidenced-Based Practice
Metadados
Título
Increasing Student Participation in IEP Meetings: Establishing the Self-Directed IEP as an Evidenced-Based Practice
Descrição
Exceptional Children
Autor
JAMES E. MARTI; JAMIE L. VAN DYCKE; W. ROBERT CHRISTENSEN; BARBARA A. GREENE; J. EMMETT GARDNER; DAVID L. LOVETT
Língua
Ano que foi publicado
2006
País de Origem
Tipo de pesquisa
Metodologia
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 ran domly 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 in tervals 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 assess ment, and meeting participants answered postmeeting surveys.
Amostra
The 130 meetings addressed the education of 83 males (64%) and 47 females (36%). At the meetings 71.5% of the students had learning disabilities, 8.5% mental retardation, 7.7% other health im pairments, 3.1% emotional/behavior disorders, 3.1% Asperger syndrome, 1.5% orthopedic im pairment, and 4.6% had a disability that we could not identify. The students in the observed meetings had the following ethnic classification: 84.3% Caucasian, 9.2% African American, 3.7% Hispanic/Latino, and 2.8% multicultural (mostly Native American). Eighty-five percent of students ranged in age from 13 to 17, with 3.8% of the students being 12, and 11.2% of the students being 18 years old or older.
Método de Pesquisa
We used a pre/posttest control and intervention design with random assignment of students to the control or intervention conditions. Project teach ers randomly assigned 130 students to the control and intervention groups using the flip of a coin, toss of a die, or the draw of a card. Each student had an equal opportunity to be assigned to the Self-Directed IEP intervention or the teacher-di rected IEP control group. This process assigned 65 students to the intervention and 65 to the control condition. Comparing cumulative GPA and IQ tests, we found that students in the con trol and intervention groups did not significantly differ from each other, GPA=t(45)=.27, p= .40; IQ=t(41)=1.08, p=.79. We also compared select findings to the Martin et al. (in press) study, which we labeled as Year 1 baseline data.
Principais Descobertas
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 effective ness of the Self-Directed IEP
Comentário Avaliativo
The results from this randomized control and in tervention group study combined with one quasi experimental study (Sweeney, 1997), four single subject design studies (Allen et al., 2001; Snyder, 2000, 2002; Snyder & Shapiro, 1997), and the analysis of IEP documents study (Van Dycke, 2005) clearly demonstrate that the Self-Directed IEP instructional package should be considered an evidenced-based practice that results in more effective student participation in their middle and high school IEP meetings.