This comparative research study in the context of action research documents the effects of Appreciative Inquiry (AI) on positive participant interactions, student turn-taking and self-advocacy interactions during IEP meetings that focused on student transition to post-secondary outcomes. AI was implemented as a written protocol for conducting IEP meetings in one school unit (P) that had been developed from an AI training in a second school unit (E) which also used the protocol. A third unit (C) with neither training nor a protocol to use served as a comparison. 124 IEP meetings in these three units in New York State in the United States were observed and recorded in 10 second increments. Results indicated increases in percentages of positive interactions, student turn-taking, and of student self-advocacy in both the AI trained and protocol unit (E) and in the unit using the protocol alone (P) over the comparison unit (C) and over earlier pilot data (P (Pilot)). AI may be an effective consultative and educational process for encouraging some factors that lead to student success in transitioning to college, career, and life beyond graduation from school.

中文翻译：

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在 IEP 会议期间，鉴赏式探究可以增加积极的互动、学生的自我倡导和轮班吗？

这项在行动研究背景下进行的比较研究记录了欣赏式探究 (AI) 对积极参与者互动、学生轮流和自我倡导互动的影响，这些互动在 IEP 会议期间侧重于学生向高等教育成果的过渡。AI 被实施为在一个学校单位 (P) 进行 IEP 会议的书面协议，该协议是从第二个学校单位 (E) 的 AI 培训发展而来的，该单位也使用该协议。既没有训练也没有使用协议的第三个单元 (C) 用作比较。在美国纽约州的这三个单位中观察并记录了 124 次 IEP 会议，增量为 10 秒。结果表明，积极互动、学生轮流、以及在 AI 训练和协议单元 (E) 以及在单独使用协议的单元 (P) 上比较单元 (C) 和较早的试点数据 (P (Pilot)) 中的学生自我倡导。人工智能可能是一种有效的咨询和教育过程，可以鼓励一些因素，这些因素导致学生成功过渡到大学、职业和毕业后的生活。