Development and implementation of effective individualized education programs (IEPs): Evaluation of two team approaches

Development and implementation of an Individualized Education Program (IEP) occurs following determination of a child's eligibility for special education and by means of a multidisciplinary team approach. Although discussion has occured about various team approaches to the IEP development and implementation, no empirical evidence has been reported about the effectiveness of these alternatives for enhancing IEP goal attainment of handicapped pupils. In this paper, results of a study are reported that compared the relative effectiveness of two team approaches to IEP development and implementation in four elementary schools in an urban public school district. The COMPASS approach, an explicit 5-step problem-solving procedure, was evaluated relative to the district's traditional approach. Results indicated the COMPASS approach allowed for a greater degree of pupil goal attainment and IEP completeness than the traditional approach, and also was judged as a socially valid team approach by classroom teachers and by team members from other school districts.