Special education programs vary in the quality of services provided across states, cities, and school districts. There are three major components necessary for a quality special education program for children with complex learning needs. These components include systems level analysis, capacity building for staff, and strong individual student programming. Many special educators do not receive training in these areas, and with the growing demand for evidence-based programming, it is essential that educators receive this specialized training. In many cases, behavioral consultants are hired to provide consultation services for an individual student; yet, considering the critical components to quality programming, individualized student programming is frequently the only component assessed and monitored. In the cases in which systems level program evaluation is not an option for the consultant, it is essential that the individualized student programming be thoroughly assessed prior to implementation of consultation services. The Program Evaluation Guide (PEG) is a rubric designed to quantify the quality of three major components of special education instruction: district level, program level, and individual level. It was developed to serve three purposes: a needs assessment, a guide to drive consultation services, and a long-term monitoring system. This paper is an assessment of the individualized student domain within the PEG. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]