Effects of Self-Directed Summary of Performance on Postsecondary Education Students' Participation in Person-Centered Planning Meetings

Autor/inn/en	Mazzotti, Valerie L.; Kelley, Kelly R.; Coco, Cassie M.
Titel	Effects of Self-Directed Summary of Performance on Postsecondary Education Students' Participation in Person-Centered Planning Meetings
Quelle	In: Journal of Special Education, 48 (2015) 4, S.243-255 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466913483575
Schlagwörter	Postsecondary Education; Student Participation; Meetings; Teaching Methods; Self Advocacy; Skill Development; Mental Retardation; Independent Study; Community Based Instruction (Disabilities); Individualized Transition Plans; Young Adults; Likert Scales; Intervention; Questionnaires; Student Attitudes; Participant Satisfaction; Program Effectiveness + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Meeting; Tagung; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstbehauptung; Kompetenzentwicklung; Qualifikationsentwicklung; Geistige Behinderung; Selbststudium; Young adult; Junger Erwachsener; Likert-Skala; Fragebogen; Schülerverhalten
Abstract	Teaching students to develop and use a Summary of Performance (SOP) may be one method for teaching self-advocacy skills to ensure students with intellectual disability can advocate for accommodations and supports during Person-Centered Planning (PCP) meetings and in postschool employment settings. This study used a multiple-probe across participants design to investigate the effects of the Self-Directed Summary of Performance (SD-SOP) on participation in PCP meetings for students with intellectual disability. Results indicated increased participation during PCP meetings for all participants. In addition, participants were able to generalize use of the SD-SOP to employment settings. Implications for future research and practice are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10