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

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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

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