Effects of the Self-Directed IEP Delivered Using Computer-Assisted Instruction on Student Participation in Educational Planning Meetings

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.