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Effects of the "I Can Use Effort" Strategy on Quality of Student Verbal Contributions and Individualized Education Program Participation With Third- and Fourth-Grade Students With Disabilities

University of North Carolina at Charlotte

^* To whom correspondence should be addressed. E-mail: nmhicks{at}uncc.edu.

	Abstract

The purpose of this study was to evaluate the effects of the I Can Use Effort strategy on the quality of student verbal contributions and IEP participation of third and fourth grade students with high-incidence disabilities. Using a multiple probe across participants design, results indicated a functional relationship between the I Can Use Effort strategy and the quality of students’ verbal contributions related to the IEP process and students’ learning strengths and preferences. The 5 lesson intervention improved all 4 students’ ability to express their learning preferences and contribute information in an IEP meeting. In addition, measures of social validity demonstrated the social significance and appropriateness of the intervention’s goals and procedures.

First published on February 13, 2009
Remedial and Special Education 2009, doi:10.1177/0741932508327462


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