While professional development is a requirement for all educators, many teachers have a negative opinion of PD. Districts have attempted to use professional learning communities and the presence of instructional coaches as an answer to the concerns of irrelevant professional development. This study examined educators' opinions of an opt-in…

The purpose of this research was to determine what components of academic and therapeutic clinical day programs ensure success for students with mental health diagnoses as they transition back to conventional educational settings. This study focused on the importance of developing students' capabilities to fulfill their own needs within Maslow's…

Math proficiency rates are strikingly low for children from high poverty communities. Therefore, it is urgent to find solutions that help them develop basic math skills. Given theoretical considerations about math learning, a potentially promising option is to target children's cognitive engagement. In this study, I investigate a program that was…

Effective collaboration among family professional partnerships (FPPs) and work groups such as a multidisciplinary individualized education program (IEP) team has been identified as a critical characteristic in developing a specially designed program for students with a disability. Unfortunately, educators often do not feel prepared to interact and…

Previous research has shown that parents of children receiving special education services often have negative feelings associated with Individual Education Plan (IEP) meetings, such as feeling confused, overwhelmed, intimidated, powerless, frustrated, and undervalued (Stoner et al., 2005; Ilik & Er, 2019; Mueller & Vick, 2019). Currently…

The Family Expert Survey aims to provide school psychologists and other school-based mental health professionals with a research-based data collection tool that focuses on family perception of, and satisfaction with, the current IEP procedures that are in place. At its core, this survey's focus is to provide a low cost, valid way to collect data…

This dissertation comprises three complementary studies that aim to advance the understanding and practice of Individualized Education Programs (IEP) and Present Levels of Academic Achievement and Functional Performance (PLAAFP) development in special education. In the first study, we systematically reviewed empirical research measuring IEP…

The study examines how Organizational Behavior Management (OBM) principles, a subspecialty of applied behavior analysis (ABA), can be applied to improve the evaluation and compliance of Individualized Education Programs (IEPs) by school administrators. Three administrators from public school districts participated in the study, which utilized a…

This mixed methods study addresses special education teachers' (SETs) knowledge and beliefs about specially designed instruction for reading, individualized education program (IEP) development, and aspects of future professional development opportunities that are supportive on these topics. Special education teachers are the primary authors of the…

Parent engagement in the transition planning process for students with IEPs is an essential indicator for positive post-school outcomes for students with disabilities graduating from high school. Barriers to parent participation include lack of communication, trust, and knowledge of the process in which they are participating. Educators must seek…

IDEA (2004) requires many procedures and guidelines must be implemented in order to meet federal compliance when Individual Education Plan (IEP) meetings are held. Despite extensive federal mandates, there is little guidance or training provided to special education teachers on how to lead or facilitate IEP meetings. The purpose of this study was…

Treatment fidelity is essential for predicting student outcomes and discerning between intervention ineffectiveness and invalid implementation. Despite its significance, research on treatment fidelity within Multi-Tiered Systems of Support (MTSS) and Response to Intervention (RTI) frameworks is limited. Despite their moderating role in…

To address disparities in post-school outcomes for students with disabilities, federal legislation mandates appropriate education programs to include transition planning and programs for students with disabilities. Because administrators are held responsible for ensuring appropriate educational programs for all learners including those with…

This study examines the relationship between Individualized Education Program (IEP) goal content and quality and the education outcomes for students in elementary school with complex support needs (CSN) in Utah, focusing on grades three through six. The investigation explores whether the alignment of IEP goals with alternate state standards and…

The purpose of this study was to investigate the perspectives high school student-athletes with IEPs and their stakeholders have regarding athletic participation and its impact on the student-athletes' academic experience. Research regarding this topic generally deals with the perspectives of the adults involved, and not necessarily the…