Self-monitoring Checklist with Picture Prompts as a Component of the Self-Directed IEP

Search for this publication on Google Scholar
Diegelmann, K. (2015). Self-monitoring Checklist with Picture Prompts as a Component of the Self-Directed IEP. Unc Charlotte Electronic Theses And Dissertations.
Download PDF

Analytics

128 views ◎
99 downloads ⇓


Abstract

Even with the increase in postsecondary education options, employment opportunities, and heightened awareness of possibilities for students with disabilities; post-school outcomes for students with intellectual disabilities continue to fall behind other students with disabilities. One way to improve outcomes for these students is to include them in decisions about their future by teaching students how to participate in their IEP meetings. Self-monitoring provides immediate feedback, motivation, and teaches students to self-regulate what they are learning. In this study, two middle school and two high school students learned the steps of their IEP meeting. This study uses a multiple baseline across participants design to examine the effects of a self-monitoring checklist with visual supports as an essential component of the Self-Directed IEP for students with intellectual disabilities. Visual inspection of the results reveal an immediate change in level suggesting a functional relation of the modified Self-Directed IEP on the number correct steps of the IEP. Three students were able to generalize to post-intervention mock IEPs using the self-monitoring checklist.

Details
Author

Diegelmann, Karen

Title

Self-monitoring Checklist with Picture Prompts as a Component of the Self-Directed IEP

Physical Description

1 online resource (137 pages) : PDF

Date

2015

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

Even with the increase in postsecondary education options, employment opportunities, and heightened awareness of possibilities for students with disabilities; post-school outcomes for students with intellectual disabilities continue to fall behind other students with disabilities. One way to improve outcomes for these students is to include them in decisions about their future by teaching students how to participate in their IEP meetings. Self-monitoring provides immediate feedback, motivation, and teaches students to self-regulate what they are learning. In this study, two middle school and two high school students learned the steps of their IEP meeting. This study uses a multiple baseline across participants design to examine the effects of a self-monitoring checklist with visual supports as an essential component of the Self-Directed IEP for students with intellectual disabilities. Visual inspection of the results reveal an immediate change in level suggesting a functional relation of the modified Self-Directed IEP on the number correct steps of the IEP. Three students were able to generalize to post-intervention mock IEPs using the self-monitoring checklist.

Genre

doctoral dissertations

Subjects--Topics

Special education

Degree

Ph.D.

Keywords

IEP Participation
Secondary Transition
Self-Directed IEP
Self-Monitoring

Subject Area

Special Education

Advisor(s)

Test, David

Committee Members

Spooner, Fred
Wood, Wendy
Abrams, Lyndon

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2015.

Rights Statement

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.

Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Diegelmann_uncc_0694D_10782

Permalink

http://hdl.handle.net/20.500.13093/etd:1167