Abstract
School psychology students receive numerous hours of training in the classroom and the field. However, limited opportunities exist for
these students to see e!ective models of collaborative multidisciplinary team meetings to develop an understanding of their interdependent
roles and responsibilities in addressing the needs of children with disabilities. Video models may be valuable in pre-professional training
programs by supporting students’ skill development through observational learning (Kennedy et al., 2018); however, only one study
(Burden et al., 2010) has examined the use of simulated Individualized Education Program (IEP) meeting video cases to support special
education students’ learning. To fill this gap, a cross-disciplinary, cross-institutional team of faculty members collaborated to script
and record three videos of simulated IEP meetings, two of which were shown to current study participants: (1) a special education
re-evaluation meeting and (2) an IEP annual review meeting in which goals and services were established. The videos were designed to
include typical features of a multidisciplinary team. Simulated meetings were 20-25 minutes in length and recorded via Zoom. Participants
were graduate students enrolled in pre-service professional training programs (school psychology, special education, and speech-language
pathology). Participants completed pre- and post-video surveys as part of course learning activities. Survey questions were related to the
IEP team process, roles, and responsibilities as well as how to e!ectively participate in the IEP team process. Results, implications, and
suggestions for future implementation are discussed.
