Effects of a Self-Directed Web-Based Multimedia Summary of Performance Instructional Package on Students’ Participation in Person-Centered Planning Meetings

This study investigated the effects of a self-directed web-based instructional package on teaching high school students with intellectual and developmental disabilities (IDD) or autism spectrum disorder (ASD) to independently lead Summary of Performance (SOP) meetings. Three participants, aged 16–18, were recruited and taught a 15-step task analysis for hosting Google Meet and SOP meetings. Using a single-case, multiple probe across participants design (Horner & Baer, 1978), the study evaluated the impact of a multimedia instructional package on participants' ability to accurately complete SOP meeting steps. The independent variable was the self-directed web-based instructional package, which featured interactive content, examples, non-examples, and quizzes to reinforce learning. The primary dependent variable measured the percentage of accurate steps completed during simulated SOP meetings. Secondary measures included generalization of these skills to authentic Person-Centered Planning (PCP) meetings and qualitative assessments of participant, guardian, and educator perceptions of the intervention. The findings highlight the efficacy of web-based multimedia instructional tools in enhancing PCP processes, with participants demonstrating increased accuracy, skill generalization, and active engagement. By integrating technology into transition planning, this study provides valuable insights into empowering students with IDD/ASD to take a central role in their educational decision-making and post-secondary success. The study contributes to the growing body of research emphasizing the importance of autonomy, self-determination, and personalized instructional interventions in special education.