Early Bird Gets the Worm: The Use of the Self-Directed IEP at the Middle School Level for Students with EBD

Kinga Balint-Langel; Leonard Troughton; Ryan Nation; Afzal Qureshi

doi:10.1177/10742956231163520

Early Bird Gets the Worm: The Use of the Self-Directed IEP at the Middle School Level for Students with EBD

Kinga Balint-Langel, Leonard Troughton, Ryan Nation, Afzal Qureshi

Education

Research output: Contribution to journal › Article › peer-review

Abstract

Students with emotional and behavioral disorders (EBD) may benefit from specific instruction on ways to prepare for and participate in their own Individualized Education Program (IEP) meetings. In this article, we describe the application of a research-based self-directed IEP process that can be used by educators to effectively foster participation by students with EBD in their IEP meetings. Research support, a detailed overview, and guidelines on how educators can implement this research-based practice at the middle school level are included. Furthermore, we discuss the importance of implementing research- or evidence-based practices in the daily instructional programming of students with EBD in middle school.

Original language	English (US)
Pages (from-to)	103-114
Number of pages	12
Journal	Beyond Behavior
Volume	32
Issue number	2
DOIs	https://doi.org/10.1177/10742956231163520
State	Published - Aug 2023

Bibliographical note

Publisher Copyright:
© Hammill Institute on Disabilities 2023.

Keywords

EBD
evidence-based practice
self-determination
student participation in IEP meeting
transition

Publisher link

10.1177/10742956231163520

Find It

Find It at U of M Libraries

Cite this

@article{5c135be250444d87a5f17ee39b0d6849,

title = "Early Bird Gets the Worm: The Use of the Self-Directed IEP at the Middle School Level for Students with EBD",

abstract = "Students with emotional and behavioral disorders (EBD) may benefit from specific instruction on ways to prepare for and participate in their own Individualized Education Program (IEP) meetings. In this article, we describe the application of a research-based self-directed IEP process that can be used by educators to effectively foster participation by students with EBD in their IEP meetings. Research support, a detailed overview, and guidelines on how educators can implement this research-based practice at the middle school level are included. Furthermore, we discuss the importance of implementing research- or evidence-based practices in the daily instructional programming of students with EBD in middle school.",

keywords = "EBD, evidence-based practice, self-determination, student participation in IEP meeting, transition",

author = "Kinga Balint-Langel and Leonard Troughton and Ryan Nation and Afzal Qureshi",

note = "Publisher Copyright: {\textcopyright} Hammill Institute on Disabilities 2023.",

year = "2023",

month = aug,

doi = "10.1177/10742956231163520",

language = "English (US)",

volume = "32",

pages = "103--114",

journal = "Beyond Behavior",

issn = "1074-2956",

publisher = "SAGE Publications Inc.",

number = "2",

}

TY - JOUR

T1 - Early Bird Gets the Worm

T2 - The Use of the Self-Directed IEP at the Middle School Level for Students with EBD

AU - Balint-Langel, Kinga

AU - Troughton, Leonard

AU - Nation, Ryan

AU - Qureshi, Afzal

N1 - Publisher Copyright: © Hammill Institute on Disabilities 2023.

PY - 2023/8

Y1 - 2023/8

N2 - Students with emotional and behavioral disorders (EBD) may benefit from specific instruction on ways to prepare for and participate in their own Individualized Education Program (IEP) meetings. In this article, we describe the application of a research-based self-directed IEP process that can be used by educators to effectively foster participation by students with EBD in their IEP meetings. Research support, a detailed overview, and guidelines on how educators can implement this research-based practice at the middle school level are included. Furthermore, we discuss the importance of implementing research- or evidence-based practices in the daily instructional programming of students with EBD in middle school.

AB - Students with emotional and behavioral disorders (EBD) may benefit from specific instruction on ways to prepare for and participate in their own Individualized Education Program (IEP) meetings. In this article, we describe the application of a research-based self-directed IEP process that can be used by educators to effectively foster participation by students with EBD in their IEP meetings. Research support, a detailed overview, and guidelines on how educators can implement this research-based practice at the middle school level are included. Furthermore, we discuss the importance of implementing research- or evidence-based practices in the daily instructional programming of students with EBD in middle school.

KW - EBD

KW - evidence-based practice

KW - self-determination

KW - student participation in IEP meeting

KW - transition

UR - http://www.scopus.com/inward/record.url?scp=85153480800&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85153480800&partnerID=8YFLogxK

U2 - 10.1177/10742956231163520

DO - 10.1177/10742956231163520

M3 - Article

AN - SCOPUS:85153480800

SN - 1074-2956

VL - 32

SP - 103

EP - 114

JO - Beyond Behavior

JF - Beyond Behavior

IS - 2

ER -

Early Bird Gets the Worm: The Use of the Self-Directed IEP at the Middle School Level for Students with EBD

Abstract

Bibliographical note

Keywords

Publisher link

Find It

Other files and links

Fingerprint

Cite this