Effect of Student Focused Planning on Self-Determination and Transitions for Students with EBD

Abstract

Students with Behavioral Disorders (BD) have been identified as having decreased long-term positive outcomes when compared to students with learning disabilities or without disabilities (NLTS-2, 2007; Wagner & Newman, 2012). Self-determination has been demonstrated to be decreased in students with emotional disorders. However, self-determination, or the perception of control, is an important component in the transition process. Student voice and student choice are important for increasing the engagement of students with disabilities, including students with emotional disorders. While the involvement of family, the quality of the IEP (Individualized Education Plan), and the supports available are essential, the student’s own involvement and engagement with the process is also important, so important that it is one of The Taxonomy for Transition’s essential components (Kohler, Gothberg, Fowler, & Coyle, 2016). The purpose of this study was to explore methods of impacting self-determination for students with emotional disabilities, specifically employing student focused planning tools as a method of support. In order to do this, one urban school district and sixteen student participants and two teachers were identified across two classrooms, in two different settings housed within the school – one general education setting classroom and one district alternative classroom. All student participants received the SDLMI (Self-Determined Learning Module of Instruction) as an intervention and completed both the ARC and AIR Self-Determination Scales, as well as a pre and post interview. Guardians also completed a pre and post interview, as well as a parent survey of self-determination. Similarly, teachers were interviewed about student participation and perceptions prior to the intervention and after their students IEP meetings. This research employed a multiple case study design with an explanatory model approach that was meant to better understand the experiences of the participants. Both quantitative and qualitative data was employed to better interpret the impact of the SDLMI and student focused planning on the individual The results presented a picture of demonstrated a positive impact on the levels of self-determination for students with emotional disabilities. Both teachers and family members identified positive impacts on student involvement in the transition and IEP process as well. Barriers to implementation of more supports for students were discussed by classroom teachers and families, with one key barrier being resources, which included both access and time, though both groups identified their own positive perceptions of employing student focused planning. Implications for further research and application are discussed in the conclusion.