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

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.

Understanding the Characteristics and Predictors of Student Involvement in IEP Meetings

Individualized Education Program (IEP) meetings are an important component of special education; however, few students actually attend and meaningfully participate in their meetings. Using a large-scale national survey, this study examined student attendance and participation at IEP meetings, and the predictors of these outcomes. Respondents included 1,183 parents of students with disabilities across all grade levels. Results indicated that only a third of students attended their most recent IEP meeting. Most students who did attend their meeting were not actively participating. Results from a factor analysis of participatory behaviors challenge previous conceptualizations of student participation. Predictors of student involvement included strength of the parent–teacher partnership, as well as certain student characteristics related to grade and disability type. Implications are discussed.

A Systematic Review and Meta-Analysis of Interventions Used to Increase Adolescent IEP Meeting Participation

This study examined the effectiveness of interventions used to increase the participation of adolescents with disabilities during individualized education program (IEP) meetings. A systematic literature review and meta-analysis were conducted to identify and synthesize the group-design experimental literature on this topic, as well as evaluate intervention effects. Six studies met inclusion criteria and were included in the analyses. Adolescents who participated in self-advocacy curriculum interventions made significantly more contributions during IEP meetings compared with students in control groups. Given this information, school districts should consider implementing such curricula and making student attendance and participation at IEP meetings a top priority. However, additional high-quality research is needed to expand the evidence base for this practice for students with more severe disabilities.