The Self-Directed IEP has been demonstrated to be effective in improving students’ abilities to lead their own Individualized Education Program (IEP) planning meetings. However, teachers need methods that are both effective for teaching students to lead their own educational planning meetings and efficient methods. One method that has been effective in the classroom to teach a variety of skills is computer-assisted instruction. This study used a multiple-probe design across participants to examine the effects of the Self-Directed IEP, adapted for the computer, on improving students’ abilities to lead their own educational planning meetings. Results indicated a functional relationship between the Self-Directed IEP and participation levels in meetings. Follow-up data show that students were able to generalize and maintain these skills. Future research considerations and implications for practice are discussed.
AllenS. K.SmithA. C.TestD. W.FlowersC.WoodW. M. (2001). The effects of Self-Directed IEP on student participation in IEP meetings. Career Development for Exceptional Individuals, 24, 107-120. doi:10.1177/088572880102400202
2.
ArndtS. A.KonradM.TestD. W. (2006). Effects of the Self-Directed IEP on student participation in planning meetings. Remedial and Special Education, 27, 194-207. doi:10.1177/07419325060270040101
3.
AyresK. M.LangoneJ.BoonR. T.NormanA. (2006). Computer-based instruction for purchasing skills. Education and Training in Developmental Disabilities, 41, 253-263.
4.
BenderR. L.BenderW. N. (1996). Computer-assisted instruction for students at risk for ADHD, mild disabilities, or academic problems. Needham Heights, MA: Allyn & Bacon.
5.
CihakD. F.KesslerK.AlbertoP. A. (2008). Use of a handheld prompting system to transition independently through vocational tasks for students with moderate and severe intellectual disabilities. Education and Training in Developmental Disabilities, 43, 102-110.
6.
DexterS. L.AndersonR. E.BeckerH. J. (2000). Teachers’ views of computers as catalysts for changes in their teaching practice. Journal of Research on Computing in Education, 31, 221-239.
7.
DuganJ. J.CobbR. B.AlwellM. (2007). The effects of technology-based interventions on academic outcomes for youth with disabilities. Ft. Collins, CO: Colorado State University, School of Education.
8.
HammerM. R. (2004). Using the Self-Advocacy Strategy to increase student participation in IEP conferences. Intervention in School and Clinic, 39, 295-300. doi:10.1177/10534512040390050601
9.
HutchersonK.LangoneJ.AyresK.CleesT. (2004). Computer-assisted instruction to teach item selection in grocery stores: An assessment of acquisition and generalization. Journal of Special Education Technology, 19(4), 33-42.
10.
LancasterP. E.SchumakerJ. B.DeshlerD. D. (2002). The development and validation of an interactive hypermedia program for teaching a self-advocacy strategy to students with disabilities. Learning Disability Quarterly, 25, 277-302. doi:10.2307/1511358
11.
LangoneJ.ShadeJ.CleesT.DayT. (1999). Effects of multimedia instruction on teaching functional discrimination skills to students with moderate/severe intellectual disabilities. International Journal of Disability, 46, 493-513. doi:10.1080/103491299100470
MartinJ. E.Van DyckeJ. L.ChristensenW. R.GreeneB. A.GardnerJ. E.LovettD. L. (2006). Increasing student participation in IEP meetings: Establishing the Self-Directed IEP as an evidence-based practice. Exceptional Children, 72, 299-316.
14.
MechlingL. C.GastD. L.BartholdS. (2003). Multimedia computer-based instruction to teach students with moderate disabilities to use a debit card to make purchases. Exceptionality, 11, 239-254. doi:10.1207/S15327035EX1104_4
15.
MechlingL. C.GastD. L.FieldsE. A. (2008). Evaluation of portable DVD player and system of least prompts to self-prompt cooking task completion by young adults with moderate intellectual disabilities. The Journal of Special Education, 42, 179-190. doi:10.1177/0022466907313348
16.
MechlingL. C.GastD. L.LangoneJ. (2002). Computer-based video instruction to teach persons with moderate intellectual disabilities to read grocery aisle signs and locate items. The Journal of Special Education, 35, 224-240. doi:10.1177/002246690203500404
17.
MechlingL. C.Ortega-HurndonF. (2007). Computer-based video instruction to teach young adults with moderate intellectual disabilities to perform multiple step, job tasks in a generalized setting. Education and Training in Developmental Disabilities, 42, 24-37.
18.
OkoloC. M.BahrC. M.RiethH. J. (1993). A retrospective view of computer-based instruction. Journal of Special Education Technology, 12(1), 1-27.
19.
RiffelL. A.WehmeyerM. L.TurnbullA. P.LattimoreJ.DaviesD.StockS.FisherS. (2005). Promoting independent performance of transition-related tasks using a palmtop PC-based self-directed visual and auditory prompting system. Journal of Special Education Technology, 20(2), 5-14.
20.
SnyderE. P.ShapiroE. S. (1997). Teaching students with emotional/behavioral disorders the skills to participate in the development of their own IEPs. Behavioral Disorders, 22, 246-259.
21.
TawneyJ. W.GastD. L. (1984). Single-subject research in special education. Columbus, OH: Merrill.
22.
TestD. W.FowlerC. H.RichterS. M.WhiteJ.MazzottiV.WalkerA. R.KorteringL. (2009). Evidence-based practices in secondary transition. Career Development for Exceptional Individuals, 32, 115-128. doi:10.1177/0885728809336859
23.
TestD. W.MasonC.HughesC.KonradM.NealeM.WoodW. M. (2004). Student involvement in individualized education program meetings. Exceptional Children, 70, 391-412.
24.
TestD. W.MazzottiV. L.MustianA. L.FowlerC. H.KorteringL. J.KohlerP. (2009). Evidence-based secondary transition predictors for improving postschool outcomes for students with disabilities. Career Development for Exceptional Individuals, 32, 160-181. doi:10.1177/0885728809346960
25.
WagnerM.NewmanL.CametoR.GarzaN.LevineP. (2005). After high school: A first look at the postschool experiences of youth with disabilities. A report from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International.
26.
WagnerM.NewmanL.CametoR.LevineP.GarzaN. (2006). An Overview of Findings From Wave 2 of the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2006-3004). Menlo Park, CA: SRI International.
27.
WehmeyerM.SchwartzM. (1997). Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation or learning disabilities. Exceptional Children, 63, 245-255.
28.
WehmeyerM.SchwartzM. (1998). The relationship between self-determination and quality of life for adults with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 33, 3-12.
29.
WissickC. A.GardnerJ. E.LangoneJ. (1999). Video-based simulations: Considerations for teaching students with developmental disabilities. Career Development for Excep-tional Individuals, 22, 233-249. doi:10.1177/088572889902200206
30.
WozneyL.VenkateshV.AbramiP. C. (2006). Implementing computer technologies: Teachers’ perceptions and practices. Journal of Technology and Teacher Education, 14, 173-207.
