Student Involvement in Individualized Education Program Meetings

By D. Test, Christine Y. Mason, C. Hughes, Moira Konrad, M. Neale, Wendy M. Wood. 2004

200 citations recorded by the source corpus.

Subfields: Clinical Psychology, Occupational Therapy, Safety Research

View Paper: https://www.semanticscholar.org/paper/192a9a42760f02495140a20594f959d5e3bf4ba8

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Citations in the corpus

Using Cultural and Social Capital to Improve Postsecondary Outcomes and Expand Transition Models for Youth With Disabilities (2008, background): “• Extant curricula are effective tools for promoting self-determination (Palmer, Wehmeyer, Gipson, & Agran, 2004; Test et al., 2004).”
A Preliminary Investigation of the Relationship of Transition Preparation and Self-Determination for Students With Disabilities in Postsecondary Educational Settings (2010, background): “Research evidence of effective secondary transition programs points to certain services and practices that are more likely to lead to positive postschool outcomes including: (a) interagency collaboration (Noonan, Morningstar, & Gaumer Erickson, 2008), (b) student-centered transition planning (Cobb &”
Parent and Teacher Engagement in Fostering the Self-Determination of Students with Disabilities (2005, background): “Similarly, Test et al. (2004) conducted a review of the literature examining the impact of interventions promoting student involvement in educational planning.”
A National Picture of Parent and Youth Participation in IEP and Transition Planning Meetings (2012, background): “Research suggests that students are increasingly attending IEP and transition planning meetings (Test et al., 2004) but that without direct instruction regarding meeting purposes and procedures, they participate relatively little (Martin et al., 2006; Mason, McGahee-Kovac, Johnson, & Stillerman,…”
Causal Agency Theory: Reconceptualizing a Functional Model of Self-Determination (2015, unknown): “…the positive impact of efforts to promote student involvement in educational and transition planning (Martin et al., 2006; Mason, Field, & Sawilowsky, 2004; Test et al., 2004) and more positive transition outcomes and self-determination (Williams-Diehm, Wehmeyer, Palmer, Soukup, & Gar-ner, 2008).”
Factors Influencing the Self-Determination of Transition-Age Youth With High-Incidence Disabilities (2008, background): “…although recent meta-analyses have documented the large effects associated with an array of selfdetermination interventions (Algozzine et al., 2001; Test et al., 2004), the same degree of efficacy has not been found for social skills interventions (Gresham et al., 2001; Kavale, Mathur, & Mostert,…”
Direct Observation of Teacher-Directed IEP Meetings: Establishing the Need for Student IEP Meeting Instruction (2006, background): “…A D E R S H I P = TO K E N I S M The 1997 IDEA transition reforms provide students the opportunity to attend and become engaged in their IEP meetings and provide an excellent opportunity to teach students self-determination skills (Field, Martin, Miller, Ward, & Wehmeyer, 1998; Test et al., 2004).”
The Effect of Transition Planning Participation and Goal-Setting on College Enrollment Among Youth With Autism Spectrum Disorders (2016, background): “Research suggests that students are increasingly attending IEP and transition planning meetings (Test et al., 2004), but they participate relatively little without direct instruction regarding the purposes and procedures of those meetings (Griffin, Taylor, Urbano, & Hodapp, 2014; Martin et al.”
Promoting Self-Determination for Transition-Age Youth: Views of High School General and Special Educators (2008, background): “…(e.g., Kochhar-Bryant & Bassett, 2002; Zhang, 2001), others have identified the general curriculum as a particularly promising context for promoting selfdetermination among youth with disabilities (Eisenman, 2007; Mason et al., 2004; Test et al., 2004; Wehmeyer, Field, Doren, Jones, & Mason, 2004).”
Effects of the Self-Directed IEP on Student Participation in Planning Meetings (2006, background): “One way to improve self-determination skills is to involve students in their Individualized Education Program (IEP) planning (Test et al., 2004).”
Self-Determination Prospects of Youth With High-Incidence Disabilities (2010, background): “…increasing number of studies focused on identifying effective strategies for expanding the involvement of youth in their own educational planning (Test et al., 2004), equipping youth to advocate for their own needs and interests (Test, Fowler, Brewer, & Wood, 2005), and supporting youth to…”
‘It should be teamwork’: a critical investigation of school practices and parent advocacy in special education (2013, background): “In only two cases did students attend their own meeting, suggesting a trend in the engagement of students with disabilities in IEP planning (Test et al. 2004).”