Increasing Student Participation in IEP Meetings: Establishing the Self-Directed IEP as an Evidenced-Based Practice

By J. Martin, Jamie L. Van Dycke, W. R. Christensen, Barbara A. Greene, J. Gardner, D. Lovett. 2006

214 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/2aea8709a729f261af1458bcbd6e909e6ee28bfd

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In Clinical Psychology

In Developmental and Educational Psychology

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Citations in the corpus

From Marginalized to Maximized Opportunities for Diverse Youths With Disabilities (2008, background): “Increasing student engagement in individualized education program (IEP) meetings increases students’ self-determination skills (Martin et al., 2006).”
Evidence-Based Practices in Secondary Transition (2009, methodology): “SelfDirected IEP A moderate level of evidenced based on 1 acceptable-quality systematic literature review of 16 studies A moderate level of evidence based on 1 highquality group experimental study and 4 acceptable-quality single subject studies A moderate level of evidence based on 1 highquality gro”
The Effect of Transition Planning Participation and Goal-Setting on College Enrollment Among Youth With Autism Spectrum Disorders (2016, background): “…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., 2006; Mason, McGahee-Kovac, Johnson, & Stillerman, 2002; Wehmeyer, Palmer, Soukup, Garner, & Lawrence, 2007).”
Self-Determination Prospects of Youth With High-Incidence Disabilities (2010, background): “…skills (Algozzine et al., 2001; Mooney, Ryan, Uhing, Reid, & Epstein, 2005), embedding curricular augmentations within the general curriculum (Lee et al., 2008; Wehmeyer et al., 2004), and teaching youth to direct their educational planning meetings (Martin et al., 2006; Test et al., 2004).”
A National Picture of Parent and Youth Participation in IEP and Transition Planning Meetings (2012, background): “…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, 2002).”
Toward Authentic IEPs and Transition Plans: Student, Parent, and Teacher Perspectives (2018, background): “These challenges could be alleviated by an intentional studentdirected approach to the IEP development process (e.g., Martin et al., 2006) and would also potentially reduce the pervasive feelings of “not being heard” expressed by students and parents.”
Causal Agency Theory: Reconceptualizing a Functional Model of Self-Determination (2015, unknown): “Also, research documents 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,…”
Factors Influencing the Self-Determination of Transition-Age Youth With High-Incidence Disabilities (2008, background): “For example, directing a transition-planning meeting (Martin et al., 2006), advocating for oneself (Test et al., 2005), and making decisions that require external advice (Fore & Riser, 2005) are all enhanced by strong communication and interpersonal skills.”