IMPROVING INDIVIDUALIZED EDUCATION PROGRAMS WITH BEHAVIOR SKILLS TRAINING: BALANCING QUALITY AND EFFICIENCY

Abstract

The development and implementation of Individualized Education Programs (IEPs) are crucial to a student with disabilities' access to Free and Appropriate Public Education (FAPE). However, many educators lack the necessary training and ongoing support to enhance the quality of the IEPs they develop and implement. This three-article dissertation begins with a systematic literature review to summarize the IEP professional development literature. The results of the systematic review were used to design a multiple-baseline single case study to examine an intervention package to teach special educators to write high-quality Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements, which are the foundation of a student’s IEP. Results showed a functional relation between the use of the Behavior Skills Training (BST) model and an increase in PLAAFP quality. The third article outlines the procedures employed in the multiple baseline study and translates results for practitioners. Finally, implications for researchers, practitioners, and policymakers are presented.