Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

01-12-2010 | Original Paper

Examining the Quality of IEPs for Young Children with Autism

Auteurs: Lisa A. Ruble, John McGrew, Nancy Dalrymple, Lee Ann Jung

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 12/2010

Abstract

The purpose of this study was to develop an Individual Education Program (IEP) evaluation tool based on Individuals with Disabilities Education Act (IDEA) requirements and National Research Council recommendations for children with autism; determine the tool’s reliability; test the tool on a pilot sample of IEPs of young children; and examine associations between IEP quality and school, teacher, and child characteristics. IEPs for 35 students with autism (Mage = 6.1 years; SD = 1.6) from 35 different classrooms were examined. The IEP tool had adequate interrater reliability (ICC = .70). Results identified no statistically significant association between demographics and IEP quality, and IEPs contained relatively clear descriptions of present levels of performance. Weaknesses of IEPs were described and recommendations provided.

vorige artikel Randomized Controlled Trial of the Focus Parent Training for Toddlers with Autism: 1-Year Outcome

volgende artikel Validity of False Belief Tasks in Blind Children

Alleen toegankelijk voor geautoriseerde gebruikers

American Psychological Association. (2004). Diagnostic and statistical manual of mental disorders IV—Text revision. Washington, DC.

Elliot, C. D. (1990). Differential abilities scales. New York: Harcourt Brace Javonovitch, The Psychological Corporation.

Etscheidt, S. (2003). An analysis of legal hearings and cases related to Individualized Education Programs for children with autism. Research & Practice for Persons with Severe Disabilities, 28, 51–69.CrossRef

Fish, W. W. (2006). Perceptions of parents of students with autism towards the IEP meeting: A case study of one family support group chapter. Education, 127, 56–68.

Fisher, M., & Meyer, L. H. (2002). Development and social competence after two years for students enrolled in inclusive and self-contained educational programs. Research & Practice for Persons with Severe Disabilities, 27, 165–174.CrossRef

Gartin, B. C., & Murdick, N. L. (2005). IDEA 2004: The IEP. Remedial and Special Education, 26, 327–331.CrossRef

Government Accountability Office. (2005). Special education: Children with autism [Electronic Version] from http://www.gao.gov/new.items/d05220.pdf.

Individuals with Disabilities Education Act. (2004). Building the legacy: IDEA 2004. Retrieved April 29, 2008 from http://idea.ed.gov/.

Individuals with Disabilities Education Act (IDEA). (2006). Data. Number of children served under IDEA Part B by disability and age group. Retrieved July 12, 2008 from https://www.ideadata.org/arc_toc8.asp#partbCC.

Johns, B. H., Crowley, E. P., & Guetzloe, E. (2002). Programning the IEP for students with emotional and behavioral disorders. Focus on Exceptional Children, 34, 1–12.

Jung, L. A. (2007). Writing SMART Objectives and strategies that fit the ROUTINE. Teaching Exceptional Children, 39(4), 54–58.

Jung, L. A., Baird, S. M., Gomez, C., & Galyon-Keramidas, C. (2008). Family-centered intervention: Bridging the gap between IEPs and implementation. Teaching Exceptional Children, 41(1), 26–33.

Ketterlin-Geller, L. R., Alonzo, J., Braun-Monegan, J., & Tindal, G. (2007). Recommendations for accommodations, implications of (in)consistency. Remedial and Special Education, 28, 194–206.CrossRef

Koegel, L., Robinson, S., & Koegel, R. (2009). Empirically supported intervention practcies for autism spectrum disorders in school and community settings: Issues and practices. In W. Sailer, G. Dunlap, G. Sugai, & R. Horner (Eds.), Handbook of positive behavior support (pp. 149–176). New York: Springer.CrossRef

Lord, C., Rutter, M., DiLavore, P. C., & Risi, S. (2003). Autism diagnostic observation schedule. Los Angeles, California: Western Psychological Services.

Michnowicz, L., McConnell, S., Peterson, C., & Odom, S. (1995). Social goals and objectives of preschool IEPs: A content analysis. Journal of Early Intervention, 19, 273–282.CrossRef

National Council on Disability. (2005). Individuals with disabilities education act burden of proof: On parents or schools? Retrieved March 25, 2010 from http://http://www.ncd.gov/newsroom/publications/2005/burdenofproof.htm#executive.

National Research Council, Committee on Educational Interventions for Children with Autism. (2001). Educating children with autism. Washington, DC: National Academy Press.

Public Law 108-446. (2004). Individuals with disabilities education improvement act. Retrieved January 15, 2010 from http://www.copyright.gov/legislation/pl108-446.pdf.

Rodger, S. (1995). Individual education programs revisited: A review of the literature. International Journal of Disability, Development and Education, 42, 221–239.CrossRef

Ruble, L., Dalrymple, N., & McGrew, J. (2008). Randomized controlled study of collaborative parent-teacher consultation in autism. London, UK: International Meeting for Autism Research.

Rutter, M., LeCouteur, A., & Lord, C. (1994). Autism diagnostic interview, revised. Los Angeles, California: Western Psychological Services.

Safran, S. P. (2008). Why youngsters with autistic spectrum disorders remain underrepresented in special education. Remedial and Special Education, 29(2), 90–95.CrossRef

Schopler, E., Reichler, R. J., DeVellis, R. F., & Daly, K. (1980). Toward objective classification of childhood autism: Childhood Autism Rating Scale (CARS). Journal of Autism and Developmental Disorders, 10, 91–103.CrossRefPubMed

Smith, S. W., & Slattery, W. J. (1993). Beyond the mandate: Developing individualized education programs that work for students with autism. Focus on Autistic Behavior, 8, 1–15.

Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (1995). Vineland adaptive behavior scales classroom edition: Manual. (Classroom ed.). Circle Pines, Minnesota: American Guidance Service.

Wilczynski, S. M., Monousek, K., Hunger, M., & Mudgal, D. (2007). Individualized education programs for youth with autism spectrum disorders. Psychology in the Schools, 44, 653.CrossRef

Yell, M. L., Drasgow, E., & Lowrey, K. A. (2005). No child left behind and students with autism spectrum disorders. Focus on Autism and Other Development Disabilities, 20, 130–139.CrossRef

Titel: Examining the Quality of IEPs for Young Children with Autism
Auteurs: Lisa A. Ruble
John McGrew
Nancy Dalrymple
Lee Ann Jung
Publicatiedatum: 01-12-2010
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 12/2010
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-010-1003-1

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 12/2010

Brief Report: Altered Horizontal Binding of Single Dots to Coherent Motion in Autism

Friendship and Internalizing Symptoms Among Children and Adolescents with ASD

Randomized Controlled Trial of the Focus Parent Training for Toddlers with Autism: 1-Year Outcome

Using Perceptual Signatures to Define and Dissociate Condition-Specific Neural Etiology: Autism and Fragile X Syndrome as Model Conditions

Sense of Coherence and Coping with Stress Among Mothers and Fathers of Children with Autism

Changes in the Autism Behavioral Phenotype During the Transition to Adulthood