Individualized Education Program Research Articles

Gather ‘round and listen close: Increasing responding to voices in children with autism

ABSTRACT We investigated the effects of a response-contingent pairing (RCP) procedure on responses to voices for preschoolers with autism spectrum disorder (ASD). The participants were 4 preschool males who attended full-day special education classes utilizing a behavior-analytic system of schooling. The participants were chosen due to (a) their low numbers of observing responses to voices during initial probe screenings for observing responses to different forms of voice stimuli, and (b) their slow rates of mastery of educational objectives in their Individualized Education Programs (IEPs). We used an iPad-based RCP voice conditioning protocol during which we taught the participants to touch a correct stimulus on a screen (a red circle) that would activate 10 s of either sung or spoken song lyrics or spoken storylines. The conditioning component involved a response-contingent pairing procedure; contingent on a correct selection response, the investigators immediately paired the voice output with preferred edibles and/or light, preferred physical contact for the entire interval. We employed a multiple probe design across participants for five observing responses to voices (OV) following the intervention. The results showed increases for all four participants’ OV responses. We explore future implications of research involving increasing preferences for voices, and discuss other potential dependent variables.

Addressing Students’ Beliefs to Enhance Family-Professional Collaboration in Early Intervention and Early Childhood Special Education Preparation

Preservice educators’ attitudes and beliefs towards families can have a profound impact on family-centered practices (FCPs) and family-professional partnerships (FPPs); unfortunately, negative beliefs about families can surface during preservice early childhood preparation and can be a challenge for faculty in higher education to address. This article shares promising instructional practices (e.g., projects, assignments, teaching methods) that have been shown to reshape preservice educators’ existing beliefs about families. In addition, these instructional practices aim to cultivate positive perspectives in preservice educators by aligning with the recent joint policy statement from the U.S. Department of Health and Human Services and the U.S Department of Education on inclusive early learning programs (2023) regarding engaging families as full partners. The purposes of this article are to: (a) briefly summarize the literature on relational FCPs and FPPs, (b) describe the connection between beliefs about families and their contribution to strengthen or hinder relational FCPs and FPPs, and (c) present instructional practices that faculty can use to support preservice EI/ECSE students’ constructive beliefs about families. Examples of instructional practices are organized and presented as: in class activities with families (e.g., guest speakers); in class activities without families (e.g., role playing); and out of class activities with families (e.g., attending an Individualized Education Program [IEP] meeting). By integrating these instructional practices, faculty can equip preservice educators with necessary skills and attitudes to build authentic connections with families, which can lead to improved outcomes for young children with disabilities and their families.

IEP Team Members’ Experiences On the Process Of Preparing Individualized Education Program In A Secondary School

Phenomenological design, one of the qualitative research methods, was used in this research, which was carried out to determine the experiences, opinions and suggestions of the stakeholders in the Individualized Education Program (IEP) development team during the IEP preparation process. Nine families, 20 teachers and a school administrator who were in the IEP team and took part in the IEP preparation process participated in the research. Researcher diary, demographic data form, observation and semi-structured interviews were used in accordance with the principle of data triangulation while collecting data from the participants. The data obtained from the participants were analyzed by inductive analysis method. The data were analyzed with the QSR Nvivo 11 package program. As a result of the research, it was concluded that families should be involved in the IEP development process, but this would be possible depending on some preconditions, and one of these preconditions was family education. It has been observed that the stakeholders in the team have developed a communication system based on information sharing. It was observed that the stakeholders had difficulties in the IEP preparation process due to reasons such as insufficient training on the process, insufficient knowledge about the process and laws, and inexperience. According to another result of the research, it was stated that it would not be appropriate for individuals with special needs to take part in the IEP preparation process, but they could be included in the process if certain conditions were met. In addition, as a result of the research, various suggestions were presented on deep research and applications for the IEP development process.

Empowering Speech-Language Pathologists: Strategies for Effective Individualized Education Program Navigation and Inclusive Practice in Schools.

Empowering Speech-Language Pathologists: Strategies for Effective Individualized Education Program Navigation and Inclusive Practice in Schools.

Recognition of Early Cardiovascular Disease Symptoms in Hypertensive and Dyslipidemic Individuals of Icheon, Korea: Insights into Educational Levels and Health Literacy.

The study aimed to explore the relationship between the presence of hypertension or dyslipidemia and the recognition of early symptoms of cardiovascular diseases (CVD), particularly acute myocardial infarction (AMI) and stroke. It is crucial for individuals with hypertension or dyslipidemia to recognize early symptoms of AMI and stroke, as timely and appropriate intervention can lead to favorable health outcomes. The study enrolled 104 participants aged 19 and above who are current residents of the Icheon region, Gyeonggi, Korea. The assessment of early symptoms of AMI and stroke utilized adapted items from the Korea Community Health Survey. In consideration of health literacy and education attainment, logistic regression analyses were conducted. While there was no significant association between hypertension and awareness of AMI or stoke symptoms, individuals with dyslipidemia demonstrated enhanced recognition of specific AMI symptoms, such as 'sudden chest pain or pressure' and 'sudden feeling of breathlessness'. No significant associations were observed between hypertension or dyslipidemia and awareness of stroke symptoms. The study emphasized the significance of targeted health education programs for individuals with chronic conditions to enhance their awareness of early symptoms of AMI and stroke.

Predictors of Listening-Related Fatigue in Adolescents With Hearing Loss.

Self-reported listening-related fatigue in adolescents with hearing loss (HL) was investigated. Specifically, the extent to which listening-related fatigue is associated with school accommodations, audiologic characteristics, and listening breaks was examined. Participants were 144 adolescents with HL ages 12-19 years. Data were collected online via Qualtrics. The Vanderbilt Fatigue Scale-Child was used to measure listening-related fatigue. Participants also reported on their use of listening breaks and school accommodations, including an Individualized Education Program (IEP) or 504 plan, remote microphone systems, closed captioning, preferential seating, sign language interpreters, live transcriptions, and notetakers. After controlling for age, HL laterality, and self-perceived listening difficulty, adolescents with an IEP or a 504 plan reported lower listening-related fatigue compared to adolescents without an IEP or a 504 plan. Adolescents who more frequently used remote microphone systems or notetakers reported higher listening-related fatigue compared to adolescents who used these accommodations less frequently, whereas increased use of a sign language interpreter was associated with decreased listening-related fatigue. Among adolescents with unilateral HL, higher age was associated with lower listening-related fatigue; no effect of age was found among adolescents with bilateral HL. Listening-related fatigue did not differ based on hearing device configuration. Adolescents with HL should be considered at risk for listening-related fatigue regardless of the type of hearing devices used or the degree of HL. The individualized support provided by an IEP a or 504 plan may help alleviate listening-related fatigue, especially by empowering adolescents with HL to be self-advocates in terms of their listening needs and accommodations in school. Additional research is needed to better understand the role of specific school accommodations and listening breaks in addressing listening-related fatigue.

Health Conditions, Education Services, and Transition Planning for Adolescents With Autism.

Our objectives with this study were to describe the frequency of selected cooccurring health conditions and individualized education program (IEP) services and post-high school transition planning for adolescents with autism spectrum disorder and identify disparities by sex, intellectual ability, race or ethnicity, and geographic area. The study sample included 1787 adolescents born in 2004 who were identified as having autism through a health and education record review through age 16 years in 2020. These adolescents were part of a longitudinal population-based surveillance birth cohort from the Autism and Developmental Disabilities Monitoring Network from 2004 to 2020 in 5 US catchment areas. Attention deficit hyperactivity disorder (47%) and anxiety (39%) were the most common cooccurring health conditions. Anxiety was less commonly identified for those with intellectual disability than those without. It was also less commonly identified among Black adolescents compared with White or Hispanic adolescents. There was wide variation across Autism and Developmental Disabilities Monitoring Network sites in the provision of school-based IEP services. Students with intellectual disability were less likely to receive school-based mental health services and more likely to have a goal for postsecondary independent living skills compared with those without intellectual disability. A total of 37% of students did not participate in standardized testing. We identified disparities in the identification of cooccurring conditions and school-based IEP services, practices, and transition planning. Working with pediatric health and education providers, families, and adolescents with autism will be important to identify contributing factors and to focus efforts to reduce disparities in the supports and services adolescents with autism have access to and receive.

Effects of Occupational Therapy Professional Development Training on School-Based Practice

ABSTRACT Purpose A training program was provided to school-based occupational therapy practitioners (SBOTPs) in Massachusetts to support practices aligned with educational policies and regulations. The purpose of this study was to determine the impact of this training program on school-based practice patterns. Methods This study used a researcher-designed online exploratory survey to determine occupational therapy practice patterns in Massachusetts public schools following the training program. The survey was emailed to the 309 SBOTPs who participated in a Massachusetts Department of Education sponsored training between 2007 and 2019. The survey questions analyzed the frequency of reported participation-based intervention methods, in-context and out-of-context services, and interdisciplinary collaboration used by these practitioners. A Chi Square Goodness of Fit Test was performed to determine if there were categorical differences in the frequency of responses to each research question. Results After analyzing our 29 responses we determined that the training program was effective and had an impact on how SBOTPs practice within their schools. After the training, SBOTPs in Massachusetts reported engaging more frequently in participation-based practice in natural school contexts, and collaborating with teachers and other school professionals. Contribution to Occupational Therapy This research serves as evidence that professional development courses can impact how SBOTPs practice. This study suggests that practice patterns of SBOTS can be influenced by participating in trainings that include a model with rationale and facilitated practice for providing occupation-based services in the least restrictive environment and for increasing collaborative practices in schools. School-based occupational therapy (SBOT) is integral to the educational development of children who require this service as part of their individual educational program (IEP). SBOT helps students to achieve success in occupations within the school setting, such as education, play and leisure, activities of daily living (ADLs), and social participation. Students who receive special education services are eligible for occupational therapy if the IEP team determines that SBOT is necessary to achieve the prioritized student goals developed by the team, enhancing the student’s ability to succeed in the educational program. The overarching goal of school-based occupational therapy in working with eligible students with disabilities under the federal special education law, the Individuals with Disabilities Education Act (IDEA), is to support students’ abilities to successfully participate (academically and functionally) in their educational program in the least restrictive environment in order, ultimately, to prepare them for adult living (AOTA, 2017; IDEA, 2004).

Safe and Inclusive School Bus Transportation System for Special Needs Children

This white paper does a thorough analysis of school-age special needs children, the current challenges, and surveys a list of all the resources, guidelines, bodies, policies, and best practices that need to be followed in conjunction with each other for this to be successful. It discusses various policies and programs, including those established by the US Department of Health and Welfare (HHS), the U.S. Department of Education, the American Academy of Pediatrics (AAP), and the NHTSA regarding children with special needs, the categorization of disabilities in children, and their various health care requirements. The article then discusses the functions of other bodies, starting with the IEP (Individualized Education Program), which is tailored to each kid and includes details on the services and goals that each student will get in terms of education. Besides these regulations and guidelines, the white paper also discusses experiential-based industry best practices in special education student transportation and emphasizes how the parents, the school bus contractor services with its bus services and equipped fleet, the school bus driver, and the accompanying attendant/monitor with the child, the vehicle - school bus /van, the equipment on the bus, the kind of training that needs to be imparted to all these bodies and also the role of school administrators and staff - all in conjunction with each other is so important and that all these need to come together to give special needs kids the best school bus transportation.

Development of a risk estimation model for condomless sex among college students in Zhuhai, China: a cross-sectional study

BackgroundCondom use at last intercourse is an effective indicator for human immunodeficiency virus (HIV) prevention. To identify at-risk individuals and improve prevention strategies, this study explored factors associated with condomless sex at last intercourse in the last year and developed a risk estimation model to calculate the individual possibility of condomless sex among college students in Zhuhai, China.MethodsA cross-sectional study was conducted among 1430 college students who had sex in the last year from six universities in Zhuhai. The least absolute shrinkage and selection operator (LASSO) and logistic regression were performed to explore the predictors of condomless sex. The nomogram was constructed to calculate the individual possibility of condomless sex. Discrimination and calibration of the nomogram were evaluated using the area under the receiver-operator characteristic curve (AUROC) and the calibration curve.ResultsThe proportion of students who had condomless sex at last intercourse was 18.2% (260/1430). Students who had experienced more types of intimate partner violence (aOR, 1.58; 95% CI, 1.31 ~ 1.92) and had anal sex (aOR, 1.75; 95% CI, 1.06 ~ 2.84) were more likely to have condomless sex. Students who had heterosexual intercourse (aOR, 0.37; 95% CI, 0.21 ~ 0.70), used condoms at first sex (aOR, 0.20; 95% CI, 0.14 ~ 0.27), had high attitudes towards condom use (aOR, 0.87; 95% CI, 0.80 ~ 0.95) and self-efficacy for condom use (aOR, 0.84; 95% CI, 0.78 ~ 0.90) were less likely to have condomless sex. The nomogram had high accuracy with an AUROC of 0.83 and good discrimination.ConclusionsIntimate partner violence, anal sex, condom use at first sex, attitude towards condom use, and self-efficacy for condom use were associated with condomless sex among college students. The nomogram was an effective and convenient tool for calculating the individualized possibility of condomless sex among college students. It could help to identify individuals at risk and help universities and colleges to formulate appropriate individualized interventions and sexual health education programs.

Special Educators’ Training and Preparedness to Write Individualized Education Programs

Over the last decade, there has been ample evidence reporting the lack of high-quality and compliant Individualized Education Programs (IEPs) in the United States. This problem has many consequences, including poor student outcomes and failure to follow legal due process. Despite these consequences, research has not thoroughly examined the perspectives and needs of special educators on IEP development or the role of pre-service training on special educators’ ability to write high-quality, compliant IEPs. To address this gap, this study surveys 218 Pennsylvania special educators to examine their perspectives on the sufficiency of their pre-service training to write high-quality IEPs. Data on the types of training and support special educators need to successfully write IEPs were also gathered. Results provide information on needed teacher preparation program components, supports for in-service special educators when writing IEPs, and areas for future professional development. Implications and future directions for training on writing IEPs are discussed.

Advocating for Physical Education and Extracurricular Opportunities for Students With Disabilities

Physical educators, including adapted physical educators, are often called upon to advocate for their students with disabilities, their physical education programs, or themselves to affect change in practice or a student’s Individualized Education Program. These advocacy efforts are most effective when physical educators are knowledgeable about educational policies and legislative mandates, and how they can be applied to individual situations. This article provides key terms and reviews federal laws that impact physical education service delivery across the United States. Additionally, U.S. Department of Education policy letters and guidance documents from national organizations that support physical education and sport for students with disabilities are reviewed. Finally, the article presents common situations related to physical education along with resources stakeholders can use to address issues and advocate for physical education and extracurricular athletics for their students with disabilities.

An Investigation on the Opinions of Class and Guidance Teachers About the Challenges in Mainstream Education

Introduction: One of the most important factors in mainstreaming practices is the teacher. The role of the created class and psychological guidance, such as ensuring social cohesion between students with special educational needs and their peers, and the active inclusion of families throughout their life, cannot be denied. It is expected that the opinions and expectations regarding the inclusion difficulties and experiences of the classroom and guidance teachers working in primary schools in the province of Istanbul are reached. Method: In the study in which the case study model, which is one of the qualitative research methods, was used; semi-structured interviews were conducted with seven classroom teachers who have inclusion students in their classroom and six psychological counselor/guidance teachers who have inclusion students in their school. By applying content analysis to the data obtained from the interviews, the main themes and sub-themes were formed and the findings were reached. Findings: Research findings show that classroom teachers prepare the individualized education program (IEP) with the help of the guidance teacher. The school administration does not have enough information about the inclusion practice because the classrooms are crowded. Thus the teachers have difficulty in gaining academic skills, as well as finding and adapting appropriate materials for mainstreaming students. Counselors, on the other hand, state that the IEP development unit remains on paper, that all responsibilities related to IEP are assigned to them, and that the school administration does not cooperate on inclusion. In addition, both classroom teachers and guidance teachers stated that the communication and cooperation they established with the institutions where the student received support education was one-sided and they did not receive any feedback regarding the student. The fact that families do not accept their children's inadequacy, and do not have enough information about inclusion, is another finding that makes cooperation difficult for classroom and guidance teachers. Discussion: The findings obtained from the research revealed the necessity of the classroom and guidance teachers to be in cooperation with the school, family and stakeholders who provide support education to the students in the inclusive practice. This cooperation will enable the student's educational process to improve their learning better. It is recommended to conduct experimental studies based on school-family cooperation in similar studies.

Analysis of Literacy Content in IEPs of Students With Complex Support Needs

The Individualized Education Program (IEP) should include a summary of the student’s current skills and needs as well as annual goals that support their progress in the general education curriculum; however, IEPs for students with complex support needs may be missing required information. We investigated IEP goals and Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements for 112 students with complex support needs in four educational placements to understand (a) similarities and differences in the literacy skills identified in IEP goals, (b) the extent to which students’ IEP goals aligned with the literacy skills identified in their PLAAFPs, and (c) how this alignment differed across placements. Results revealed some students were missing literacy-focused content in their IEP, very few K–2 students had goals focused on early literacy skills, few students in Grades 3 to 6 had expressive writing goals, and IEP goals were inconsistently aligned with PLAAFP statements.

Access to the General Education Curriculum for Students with Extensive Support Needs: Experts’ Perspectives

Despite the repeated documentation of the positive outcomes for students with extensive support needs (ESN) when they are included in general education settings and receive access to state-adopted general education standards, there has been little systemic progress on the inclusion of students with ESN across most states. The purpose of this exploratory survey was to find out how experts in the field of ESN describe the reasons why access to general education curriculum is important, the legal requirements for access to the general education curriculum, the meaning of access and the processes by which education teams can provide access, the ability to address individualized needs within the general education setting, and the barriers and facilitators of access. The findings from our thematic analysis of experts’ responses demonstrated strong agreement that “access to the general education curriculum” meant access to state-adopted general education standards; access to general education settings; and access to curriculum, teachers, and instruction that facilitate meaningful inclusion. In addition, themes related to why access is important generated thoughtful reflections on Individual Education Program (IEP) priorities for students with ESN. Barriers and facilitators are also described, as well as a discussion including suggestions for systemic changes.

The impact of structured education on knowledge and self-efficacy in type 2 diabetes mellitus patients

Patients diagnosed with Type 2 Diabetes Mellitus (T2DM) need to acquire knowledge and self-confidence to effectively engage in self-care activities. A structured education program has the potential to influence knowledge, self-efficacy, and self-care behavior. This study aimed to investigate the impact of education on the knowledge, self-efficacy, and self-care of individuals with T2DM. The research employed a quasi-experimental non-equivalent control group design with purposive sampling. The total sample size consisted of 60 participants, with 30 in each group. The intervention group attended a four-session T2DM structured education program conducted by internal medicine specialists, nurses, nutritionists, and pharmacists, while the control group continued with their usual monthly check-ups. The results of the independent t-test revealed differences in knowledge, self-efficacy, and self-care between the intervention and control groups in the post-test assessment. Education for T2DM patients was found to be effective in enhancing knowledge (p-value=0.000), self-efficacy (p-value=0.000), and self-care (p-value=0.000), making it a recommended component of self-management education to prevent complications. The implications of this study may assist hospitals in developing Standard Operating Procedures (SOPs) for implementing structured education programs for individuals with Type 2 Diabetes Mellitus as a means of enhancing patients’ management skills for T2DM.

Exploring Speech-Language Pathologists' Perception of and Individualized Education Program Goals for Vocabulary Intervention With School-Age Children With Language Disorders.

Among the varied roles and responsibilities of school-based speech-language pathologists (SLPs) are the planning and delivery of effective vocabulary intervention for students with language disorders. Despite the abundant literature regarding effective vocabulary intervention, practice patterns indicate that the research has not yet translated to practice. The purpose of this study was to examine SLPs' beliefs and expectations regarding vocabulary instruction and the content of Individualized Education Program (IEP) goals to better inform continuing education and research programs to generate lasting effects on SLP practices. We queried a national sample of school-based SLPs via an online survey regarding their perspectives on robust vocabulary instruction, vocabulary intervention practices, and IEP goal development targeting vocabulary skills for school-age children with language disorders. There was consistency across the sample for SLPs' beliefs about the importance and impact of robust vocabulary instruction. However, they reflected varied expectations about the vocabulary intervention they provide. Qualitative analysis of IEP goals for vocabulary reveals the range and frequency of strategies and intervention targets as an artifact of implementation of robust vocabulary instruction. School-based SLPs believe that vocabulary is important and have a strong understanding of the impact robust vocabulary instruction can have on reading and writing outcomes. SLPs in this sample had varying expectations regarding the way their instruction is implemented and generalized. Implications and limitations of these results are discussed. https://doi.org/10.23641/asha.25077992.

Teachers’ perspectives on parental participation in the Individual Educational Program for students with intellectual disabilities

This study sought to investigate the factors influencing parental participation in the IEP for students with intellectual disabilities from educators’ perspectives, while discerning any statistically significant differences based on gender, academic qualifications, experience, and training courses. The descriptive method was used, via a two-part questionnaire, with the first section collecting demographic information while the second part containing 24 items dealing with factors contributing to the activation of parental participation in the IEP for students with intellectual disabilities from teachers’ perspectives. The findings indicated factors that play a role in activating parental participation in the IEP process can be classified into three types: factors related to parents, the teacher, or the educational institution. This study highlighted the importance of teacher awareness regarding the benefits of parental participation in their children’s IEPs. No differences were found between male and female teachers regarding the factors contributing to the activation of parental participation in the IEP. Conversely, significant differences were found by qualification. Teachers who had attained PhDs proved to be more aware of the factors contributing to the activation of parental participation in the IEP. The findings of the study will provide educators and parents with information regarding parental involvement in the IEP process.

Instructional Content and Self-Determination in Individualized Education Program Annual Goals for Students With Extensive Support Needs.

Under the Individuals With Disabilities Education Act, individualized education program (IEP) annual goals are required to enable students with disabilities to be involved in and make progress in the general education curriculum and to address other educational needs. This study reports findings from a content analysis of the annual goals in 88 IEPs for K-12 students with extensive support needs. Results reflect a lack of comprehensive academic content goals to promote involvement and progress in the general education curriculum, and limited opportunities for students to develop skills associated with self-determination. Findings also show a focus within goals on student compliance rather than the development of meaningful skills and knowledge. Implications for research and practice are provided.

Student-Led Individualized Education Programs: A Gateway to Self-Determination.

The purpose of this study was to explore the experiences of I'm Determined youth leaders with learning disability who have enrolled in higher education within 1 year of graduating high school to better understand if and how their experience participating in the I'm Determined project led to their participation in their Individualized Education Program (IEP) meetings. The intent of the narrative inquiry methodology applied to this study was to create a unified story of collective experiences that described or explained the factors leading to participation in their IEP meeting. Although each of the eight narratives is unique to the individual, common themes emerged that were reflected in the literature and consistent across the time continuum of life before and life during participation in I'm Determined. One experience that was consistent was the importance of participating in and leading their IEP meeting. A narrative timeline led to our findings presented here within a continuum of experiences before and during participation in I'm Determined. We made the decision to present the findings in such a way that highlights common themes specific to IEP participation across moments in time while honoring individual narratives through supportive text from the data. This is a study of people's perceptions of their experiences best told by direct quotes from the participants. The IEP experience is just one component of the self-determination experience. This study provided insight into the educational experiences of the eight I'm Determined youth leader participants and examined the importance of both their participation in I'm Determined and the development of self-determination skills deemed essential to participate and lead their IEP meeting. Their unique perspective documented in this study served to both inform and push the field forward.