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

• Published in: The Journal of special education Vol. 48; no. 4; pp. 243 - 255
• Main Authors: Mazzotti, Valerie L., Kelley, Kelly R., Coco, Cassie M.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.02.2015; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Academic Achievement; Community Based Instruction (Disabilities); Educational evaluation; Employment; Higher Education; Independent Study; Individualized Transition Plans; Intellectual disabilities; Intervention; Likert Scales; Meetings; Mental Retardation; Participant Satisfaction; Participation; Pedagogy; Physically Handicapped; Postsecondary Education; Program Effectiveness; Questionnaires; School to work transition; Self Advocacy; Skill Development; Skills; Student Attitudes; Student Participation; Students; Students with disabilities; Teaching; Teaching Methods; United States (Southeast); Young Adults; Summary of Performance; self-determination; Person-Centered Planning; self-advocacy; intellectual disability
• ISSN: 0022-4669; 1538-4764
• DOI: 10.1177/0022466913483575

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.