A Review and Analysis of Single-Case Research Examining Adolescent Participation in IEP Meetings

Abstract

The purpose of this systematic review and meta-analysis was to identify and synthesize single-case research examining interventions used to increase the quantity and/or quality of participation by adolescents with disabilities during Individualized Education Program (IEP) meetings. For studies meeting quality indicators, we used visual analysis, Tau-U, and standardized mean difference to synthesize outcomes, including maintenance and generalization of effects. We identified seven studies examining quality of participation and eight studies examining quantity of participation that met our inclusion criteria; however, only three studies from each group met quality standards. Overall, interventions positively influenced student contributions at IEP meetings. When measured, increased quantity and quality of participation maintained over time and generalized to real IEP meetings. Implications for research and practice are discussed.

Parent perspectives on student IEP involvement

“…For instance, school staff should teach students about their disabilities and the IEP process. Indeed, a variety of curricula exist to do just that (Sanderson et al., 2021; Sanderson and Goldman, 2020). School staff can also promote participation by prompting students and asking probing questions to elicit student input.…”

“…Teachers should explicitly teach students about the IEP and how to participate in the IEP process (Chandroo et al., 2018; Test, Mason and Hughes et al., 2004). Several curricula, such as the Self‐Directed IEP and the Self‐Advocacy Strategy , have been shown to increase self‐determination skills and IEP meeting participation among students with disabilities (Sanderson et al., 2021; Sanderson and Goldman, 2020). Further, there are more ways for students to participate in the IEP process than merely attending the IEP meeting, such as setting and monitoring goals, and/or providing input prior to a meeting.…”

“…Indeed, these are skills that can be developed by participating in the IEP process (Seong, Wehmeyer and Palmer et al., 2015). Interventions, such as the Self‐Directed IEP and the Self‐Advocacy Strategy , have been shown to be effective in developing self‐advocacy skills while teaching students how to participate in IEP meetings (Burke, Raley and Shogren et al., 2020; Sanderson, Goldman and Rojas, 2021; Sanderson and Goldman, 2020). Beyond IEP meetings, teachers can solicit student input and support decision‐making throughout the school year.…”

Factors Associated With Parent IEP Satisfaction

“…Unfortunately, the majority of students with disabilities do not attend their IEP meetings (Sanderson & Goldman, 2021), despite these documented benefits. However, this can be changed if schools prioritize student attendance at IEP meetings and teach students with disabilities of all ages how to meaningfully participate during IEP meetings (Sanderson et al, 2021; Sanderson & Goldman, 2020).…”