Effects of the “I Can Use Effort” Strategy on Quality of Student Verbal Contributions and Individualized Education Program Participation With Third- and Fourth-Grade Students With Disabilities

Abstract

The purpose of this study was to evaluate the effects of the I Can Use Effort strategy on the quality of student verbal contributions and IEP participation of third and fourth grade students with high-incidence disabilities. Using a multiple probe across participants design, results indicated a functional relationship between the I Can Use Effort strategy and the quality of students’ verbal contributions related to the IEP process and students’ learning strengths and preferences. The 5 lesson intervention improved all 4 students’ ability to express their learning preferences and contribute information in an IEP meeting. In addition, measures of social validity demonstrated the social significance and appropriateness of the intervention’s goals and procedures.

The Development of Individualized Education Programs

“…The research has provided substantial evidence that the process of engaging students in explicit instruction on how to participate in the IEP process is an effective strategy for building self-determination skills, increasing participation in IEP meetings, and engaging in the development of their own IEPs (Arndt et al, 2006;Danneker & Bottge, 2009;Hammer, 2004;Kelley et al, 2013;Konrad & Test, 2007;Konrad et al, 2006;Neale & Test, 2010;Snyder, 2002;Test & Neale, 2004). The potential importance of student participation in the IEP development process has been emphasized by results from a study (Barnard & Lechtenberger, 2010) that indicated a positive relationship between student participation in IEP meetings and increases in academic achievement.…”

“…As a result of the intervention, students at the middle and high school levels demonstrated increases in self-advocacy and participation during IEP meetings. Four additional studies (Danneker & Bottge, 2009;Hammer, 2004;Neale & Test, 2010;Test & Neale, 2004) examined similar models of providing students with explicit skill instruction as a means of increasing IEP meeting participation. The results of these studies also indicated that direct instruction increases the levels of student participation during IEP meetings.…”

Review of Practices That Promote Self-Advocacy for Students With Disabilities

“…Reported participant ages included 11 to 13 years old ( n = 12), 14 to 17 years old ( n = 27), and ages 18 to 26 years old ( n = 41). Other studies not reporting participant ages reported grade level (Campbell-Whatley, 2008; Kotzer & Margalit, 2007; Krajewski et al, 2010; Neale & Test, 2010), mean age (Lee et al, 2011, 2012; Wehmeyer, Palmer, Lee, Williams-Diehm, & Shogren, 2011), age range (Mishna et al, 2011), or did not report an indicator of age (Martin et al, 2006).…”

“…One study did not report school setting. Community settings were reported as rural (Ankeny & Lehmann, 2011; Danneker & Bottge, 2009) and urban (Arndt, Konrad, & Test, 2006; Bobroff & Sax, 2010; Mishna et al, 2011; Neale & Test, 2010; C. L. Wood, Kelley, Test, & Fowler, 2010); Lee et al’s (2011), Martin et al’s (2006), and Woods et al’s (2010) studies reported that the interventions occurred in both rural and urban settings.…”

Effects Of A Self-Advocacy Intervention On The Ability Of High School Students With High Incidence Disabilities To Advocate For Academic Accommodations

“…As documented in previous reviews as well as in this review, effective instructional practices for teaching self-advocacy skills included direct instruction, published curricula, role-play, and researcher-developed interventions. Four additional empirically validated studies used the IEP to promote self-advocacy were included (e.g., Martin et al, 2006;Neale & Test, 2010). No new studies were identified that specifically taught students the skills to request accommodations.…”