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Enhancing Social and Behavioral Goals for Children with ASD and Emotional Disturbance: Insights from a Pilot Study

This pilot study explores social and behavioral IEP goals for children with Autism Spectrum Disorders (ASD) and Emotional Disturbance (ED) in special education. It examines practices, barriers, and alignment with legal requirements, emphasizing the importance of effective goal-setting and implementation.

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Enhancing Social and Behavioral Goals for Children with ASD and Emotional Disturbance: Insights from a Pilot Study

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  1. Social and Behavioral Goals for Children with Autism Spectrum Disorders and Emotional Disturbance in the Context of Special Education : A Pilot Study Monika Parikh Alyssa Newcomb Brandon Rennie Lisa Milkavich Marcy Szarkowski Faculty Advisor: Gwen Mitchell Parent Consultant: Vicki Mcguiness

  2. Project Aims • Explored the alignment between legal requirements, best practices and current school practices in relation to social and behavioral IEP goals for children with an ASD or Emotional Disturbance (ED)

  3. Literature Review • Many forms of disability are associated with delays in socialization and appropriate behavior • Importance of social skills and goals for students with ASD and ED in IEPs • Behavior assessments (FBAs encouraged, not necessarily mandated)

  4. Research Questions • Identification and implementation of social/behavioral goals • Assessment of how IEP teams address important aspects of social and behavioral IEP intervention elements such as writing measurable goals, aligning goals and plans with informative assessments, progress monitoring, and ensuring delivery fidelity • Identification of possible barriers to designing and implementing effective social and behavioral goals/plans and carrying them out with fidelity

  5. Participants 21 participants from various disciplines Thirteen states were represented Instrument Developed by group members based on current literature Included demographic questions and information about social and behavior IEP goals Procedure Participants completed the web-based questionnaire through mTurk using QuestionPro Methodology

  6. Results • IEP creation: primarily written by Sped Teachers (21), followed by counselors (9); 57% had behavior goals and 55% had social goals; FBA data was used by 91%! • Goals: 30% were measurable, had the setting specified, and specified a criterion for performance. • Barriers: Time (4), Resources (8), Staff cooperation (7), Parent involvement (4), Other • Results table

  7. Discussion • Many special education professionals in our study are writing social and behavioral IEP goals for children with ASD or ED • The vast majority of our respondents are using FBA data to inform goal creation, however, only 1/3 of the goals were written in a way that meets required criteria • The second most endorsed barrier (after resources) was staff cooperation and consistency, including a lack of consistency across staff and a lack of collaboration between staff members

  8. Limitations and Future Direction Limitations of pilot study • Sample- size & bias • Survey questions -items misunderstood & gaps in knowledge • Terms- ED & ASD not clearly defined Direction for future research • Address limitations • Better understand implementation barriers • Information on goal writing & progress monitoring and training received by school personal

  9. Questions

  10. Reflections & Recommendations for URLEND 2012-2013

  11. References • Christle, C. A. & Yell, M. L. (2010). Individualized education programs: Legal requirements and research findings. Exceptionality: A Special Education Journal, 18(3), 109-123. • Fussell, J., Macias, M., & Saylor, C. (2005). Social skills and behavior problems in children with disabilities with and without siblings. Child Psychiatry and Human Development, 36(2), 227-224. • Matson, J. L., Matson, M. L., & Rivet, T. T. (2007). Social-skills treatment for children with autism spectrum disorders. Behavior Modification, 31(5), 682-707. • Neitzel, J. (2010). Positive behavior supports for children and youth with autism spectrum disorders. Preventing School Failure, 54(4), 247-255. doi 10.1080/10459881003745229 • Ripley, E. P., & McGee, C. L. (2005). Fetal alcohol spectrum disorders: An overview with emphasis on changes in brain and behavior. Experimental Biology and Medicine, 230, 357-365. • Steadly, K. M., Schwartz, A., Levin, M., & Luke, S. D. (2008). Social skills and academic achievement. Evidence for Education, 3(2), 1-7. • Wehymeyer, M. L., Shogren, K. A., Zager, D., Smith, T. E. C., & Simpson, R. (2010). Research-based principles and practices for educating students with autism: Self-determination and social interactions. Education and Training in Autism and Developmental Disabilities, 45(4), 475-486. • Wilczynski, S. M., Menousek, K., Hunter, M., & Mudgal, D. (2007). Individualized education programs for youth with autism spectrum disorders. Psychology in the Schools, 44(7). • Wiley, A. L., Siperstein, G. N., Forness, S. R., & Brigham, F. J. (2009). School context and the problem behavior and social skills of students with emotional disturbance. Journal of Child & Family Studies, 19(4), 451-461. • Zirkel, P. (2009). What does the law say? Teaching Exceptional Children, 41(5), 73-75.

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