The purpose of this systematic review and meta-analysis was to identify and synthesize single-case research examining interventions used to increase the quantity and/or quality of participation by adolescents with disabilities during Individualized Education Program (IEP) meetings. For studies meeting quality indicators, we used visual analysis, Tau-U, and standardized mean difference to synthesize outcomes, including maintenance and generalization of effects. We identified seven studies examining quality of participation and eight studies examining quantity of participation that met our inclusion criteria; however, only three studies from each group met quality standards. Overall, interventions positively influenced student contributions at IEP meetings. When measured, increased quantity and quality of participation maintained over time and generalized to real IEP meetings. Implications for research and practice are discussed.

本系统评价和荟萃分析的目的是确定和综合单个案例研究，检查干预措施，用于提高残疾青少年在个性化教育计划 (IEP) 会议期间的参与数量和/或质量。对于符合质量指标的研究，我们使用视觉分析、Tau-U 和标准化平均差来综合结果，包括效果的维持和概括。我们确定了七项检查参与质量的研究和八项检查符合我们纳入标准的参与数量的研究；然而，每组中只有三项研究符合质量标准。总体而言，干预对学生在 IEP 会议上的贡献产生了积极影响。测量时，随着时间的推移，参与的数量和质量不断增加，并推广到真正的 IEP 会议。讨论了对研究和实践的影响。