| The purpose of this study was to determine if specific components found in the Individualized Education Plans (IEP) of students with an Emotional Disturbance (ED) can predict student performance on end-of-year, state-mandated assessment measures. The proposed study was rooted in the theory of behaviorism, which emphasizes the relationship between behavior, stimuli, and consequences. The theoretical concept of behaviorism allowed the current study to determine if specific IEP components were overlooked due to educators' interpretations of the importance and benefit of classroom instructional skills and methods, and how these skills interacted with reform efforts such as NCLB and the 2007 revisions to IDEA. This researcher attempted to answer the question: Did specific IEP components found in the IEPs of students with an Emotional Disturbance predict student performance on end-of-year, state-mandated assessments? The proposed study utilized existing IEP data and end-of-year state-mandated assessment results for students with an ED from the 2011-2012 school year. After the data were accessed, binary logistic regression was employed to analyze the data using SPSS version 21. The results of the regression analysis showed that specific IEP components do predict satisfactory, or higher, results on end-of-year, state-mandated assessment measures. The researcher expects the results to be instrumental in positively influencing IEP development, as well as guiding educators, educational policy makers, administrators, and others involved in the education of students with an ED to making better use of personnel, resources, and funding. |
