Teaching Students to Attain Annual Transition Goals Using the Take Action Goal Attainment Lessons

Autor/inn/en	Martin, Jodie D.; Martin, James E.; Osmani, Kimberly J.
Titel	Teaching Students to Attain Annual Transition Goals Using the Take Action Goal Attainment Lessons
Quelle	In: Career Development and Transition for Exceptional Individuals, 37 (2014) 2, S.72-83 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143413476544
Schlagwörter	High School Students; Goal Orientation; Disabilities; Transitional Programs; Secondary School Teachers; Self Determination; Assistive Technology; Special Education Teachers; Individualized Education Programs; Instructional Materials; Measures (Individuals); Feedback (Response); Fidelity; Check Lists; Effect Size; Tests; Pretests Posttests; Intervention; Teacher Attitudes + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Zielorientierung; Zielvorstellung; Handicap; Behinderung; Selbstbestimmung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Individualized education program; Individualisierendes Lernen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Messdaten; Checkliste; Examination; Prüfung; Examen; Lehrerverhalten
Abstract	This study used the Take Action goal attainment lesson package and assistive technology to teach nine high school students with mild to moderate disabilities to attain annual transition goals. The Take Action lessons increased students' goal attainment knowledge, and this knowledge generalized to improved Plan Organizers, and slightly increased students attaining transition goals. Added weekly teacher check-ins improved adjusting plan components that did not work and goal attainment increased. Students who took action on four or five Plan Organizer components attained the most goals, and on average, students used four weekly Plan Organizers to attain a goal. Stronger interventions need to be developed to enable more students to increase the action taken on Plan Organizer components. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10