This study used a multiple-probe across participants design to examine the effects of the CD-Rom version of the "Self-Advocacy Strategy" on quality of contributions in Individual Education Plan (IEP) meetings of five high school students with intellectual disability. Results indicated a functional relationship between using the CD-Rom version and students' quality of contributions in their IEP meetings. In addition, all five students maintained their skills for four weeks and were able to generalize skills to their actual IEP meeting. Implications for practice and recommendations for future research are described.