Preliminary Investigation of the Relationship of Ivymount Social Cognition Instructional Package (IvySCIP) to Similar Assessment Tools and Impact on Students with High Functioning Autism

Autor/inn/en	Müller, Eve; Wood, Caitlin; Childress, Deb; Cannon, Lynn; Dardick, William
Titel	Preliminary Investigation of the Relationship of Ivymount Social Cognition Instructional Package (IvySCIP) to Similar Assessment Tools and Impact on Students with High Functioning Autism
Quelle	In: Journal of International Special Needs Education, 26 (2023) 1, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-4341
DOI	10.9782/JISNE-D-21-00011
Schlagwörter	Autism Spectrum Disorders; Social Cognition; Social Emotional Learning; Kindergarten; Elementary School Students; Individualized Education Programs; Progress Monitoring; Needs Assessment; Psychometrics; Scores; Students with Disabilities; Instructional Effectiveness; Communication Skills; Daily Living Skills; Socialization; Interpersonal Competence; Behavior Problems; Academic Ability; Self Control; Metacognition; Executive Function; Self Advocacy; Critical Thinking; Self Management; North Carolina; Virginia; Maryland; Pennsylvania + Suchen Sie Ihr Suchwort? Autism; Autismus; Soziale Kognition; Individualized education program; Individualisierendes Lernen; Bedarfsermittlung; Psychometry; Psychometrie; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Unterrichtserfolg; Kommunikationsstil; Alltagsfertigkeit; Socialisation; Sozialisation; Interpersonale Kompetenz; Selbstbeherrschung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstbehauptung; Kritisches Denken; Selbstmanagement
Abstract	Ivymount Social Cognition Instructional Project (IvySCIP) supports teachers and related service providers to implement data-driven social and emotional learning (SEL) instruction for their kindergarten through 5th grade students with social cognition challenges, especially those with high functioning autism spectrum disorders (HF-ASD). Based on comprehensive assessment of students' SEL strengths and needs, IvySCIP identifies instructional priority areas, generates individualized education plan (IEP) goal recommendations, and enables SEL progress monitoring. In order to begin establishing the psychometric properties of the IvySCIP strengths and needs assessment, we examined correlations between participants' scores on IvySCIP and their scores on similar tools. As predicted, strong correlations emerged between IvySCIP and other tools. We also examined the impact of using IvySCIP over a 20 week period to facilitate SEL in students with HF-ASD. IvySCIP was piloted with 53 instructor/student pairs broken into two groups. The first group received 20 weeks of access to IvySCIP and the latter received 10 weeks of access. While pilot study outcomes suggested that there were no significant differences between the groups, all students made significant SEL progress over the course of the 20 week study as measured by IvySCIP and similar tools. Social validation surveys indicated that instructors perceived IvySCIP to be innovative, valuable, and an effective means of improving SEL instruction for students. (As Provided).
Anmerkungen	Division of International Special Education and Services, Council for Exceptional Children. Web site: http://www.jisne.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01