Interactions of IEP Quality and Intervention Self-Efficacy for Pre-Service Teachers
Document Type
Article
Publication Date
Fall 2020
Abstract
This study investigated interactions between self-efficacy and IEP quality. Pre-service teachers in two similar student cohorts completed self-efficacy surveys for multi-tiered interventions and wrote IEPs using data for a child with severe disabilities. Researchers scored IEP quality using the IEP Quality Inventory, rating quality of IEP components from unacceptable to legally defensible. The quality of IEPs written by the pre-service teachers revealed error patterns with implications for future instruction. Scores for IEP quality co-varied with selfefficacy for engaging students, finding and judging evidence-based practices, and multi-tiered interventions in general.
Recommended Citation
Burchard, Melinda S. Ph.D. and Hipple Vargas, Katie, "Interactions of IEP Quality and Intervention Self-Efficacy for Pre-Service Teachers" (2020). Faculty Educator Scholarship. 39.
https://mosaic.messiah.edu/edu_ed/39
Comments
Originally published as:
Burchard, M. and Vargas, K.H. (2020). Interactions of IEP Quality and Intervention Self-Efficacy for Pre-Service Teachers. Pennsylvania Teacher Educator. https://www.pac-te.org