Impact of an IEP Goal Builder on Social Goals for Autistic Students

Autor/inn/en	Müller, Eve; Wood, Caitlin; Cannon, Lynn; Childress, Deb
Titel	Impact of an IEP Goal Builder on Social Goals for Autistic Students
Quelle	In: Focus on Autism and Other Developmental Disabilities, 38 (2023) 3, S.177-187 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/10883576221125488
Schlagwörter	Autism Spectrum Disorders; Students with Disabilities; Barriers; Social Emotional Learning; Individualized Education Programs; Teacher Attitudes; Educational Objectives; Data Use; Public Schools; Private Schools; Elementary Education; Program Effectiveness; Maryland; North Carolina; Pennsylvania; Virginia + Suchen Sie Ihr Suchwort? Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Individualized education program; Individualisierendes Lernen; Lehrerverhalten; Educational objective; Bildungsziel; Erziehungsziel; Public school; Öffentliche Schule; Private school; Privatschule; Elementarunterricht
Abstract	This pilot study examined (a) the perceived barriers to creating high-quality social and emotional learning (SEL) IEP goals for autistic students without intellectual disabilities, and (b) the impact of using a data-driven SEL IEP goal builder--a key component of the Ivymount Social Cognition Instructional Package (IvySCIP)--on the quality of SEL IEP goals. Based on data from 40 instructor/student dyads, we found the following: First, based on phone interviews, instructors identified a number of significant barriers to the creation of SEL IEP goals for this population, including lack of ability to reliably assess students' SEL strengths and needs, lack of a goal builder/goal bank, and lack of comprehensive, data-driven support for generating SEL goals and tracking progress toward goal mastery. Interviewees agreed that IvySCIP effectively addressed these barriers. Second, based on a comparison of pre-intervention SEL IEP goals and those created using the IvySCIP goal builder, the quality of instructors' IEP goals appeared to improve after introduction of the goal builder, with post-intervention goals significantly more likely to include settings, givens, specific/demonstrable behavior being targeted, and measurement criteria to ensure meaningful progress monitoring. Post-intervention goals also drew more equitably from a range of SEL domains. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01