TEACHING STUDENTS WITH EMOTIONAL BEHAVIORAL DISORDERS THE SKILLS TO PARTICIPATE IN THE DEVELOPMENT OF THEIR OWN IEPS/

Three students with emotional/behavioral disorders (E/BD) were taught to manage their own simulated IEP staffing using the Self-Directed IEP instructional program (Martin, Marshall, Maxon, & Jerman, 1996a, 1996 b). A multiple-baseline design across four specific groups of behavior s was used. Skills taught included introducing the IEP meeting, review ing past goals, discussing future goals, and closing the IEP meeting. Acquisition of the skills was assessed during simulated IEP meetings b efore and after the instruction as well as after the completion of eac h instructional component Two of the three students showed substantial improvements in the taught skills. Implications for teaching adolesce nts with E/BD to be active participants in the IEP development process are discussed.