Swipe om te navigeren naar een ander artikel
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.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
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
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
- Examining the Quality of IEPs for Young Children with Autism
Lisa A. Ruble
Lee Ann Jung
- Springer US