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Analysis of Individualized Education Programs (IEP's) for Students with Behavioral Disorders and Learning Disabilities in Public School Self-Contained and Resource Room Settings
Smith, Stephen W.
Smith, Stephen W.
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Abstract
The purpose of the present investigation was to compare Individualized Education Programs (IEPs) of fourth, fifth, and sixth grade male students with behavioral disorders and learning disabilities assigned to resource and self contained delivery programs. Research data were collected via the Program Evaluation for Procedural and Substantive Efficacy (PEPSE), an instrument designed to assess (a) federal mandated compliance, (b) number of annual goals and completed short-term objectives, and (c) congruency (i.e., the match or link between the present level of performance statement and IEP annual goals).
One hundred and twenty IEP’s were systematically sampled from two urban, two suburban/rural, one suburban, and seven rural special education cooperatives. Four groups compromised with study sample: (a) IEPs of students with behavioral disorders assigned to self-contained special education classrooms; (b) IEPs of students with behavioral disorders receiving instruction in a resource room setting; (c) IEPs of students with learning disabilities assigned to a self-contained classroom; and (d) IEPs of students with learning disabilities receiving special education services in a resource program.
Results of the study revealed significant procedural mean differences between IEPs of students assigned to learning disability resource programs and IEPs of students assigned to behavioral disorder resource programs. Significant differences were also found between student classification and delivery model in the number of academic, behavior, and other goals, short-term objectives met, and congruency between annual goals and present level of performance. Chi-square analyses were conducted when lack of congruence was found (i.e., when performance level information failed to reveal a need but an annual goal was written, or when performance level information revealed a need in the absence of an annual goal). Frequency differences in the academic domain were found between diagnostic categories and in the academic and social/emotional domains between delivery models. Implications and issues are discussed with regard to the relationship of the IEP and actual classroom activities. Suggestions for future research are also presented.
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Ph.D. University of Kansas, Special Education 1989
Date
1989-05-31
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University of Kansas
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smith_1989_1223857.pdf
Adobe PDF, 4.77 MB