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Journal of Autism and Developmental Disorders

Gepubliceerd in:

28-07-2021 | Original Paper

Goal Attainment Scaling: An Idiographic Measure Sensitive to Parent and Teacher Report of IEP Goal Outcome Assessment for Students with ASD

Auteurs: Lisa Ruble, John McGrew, Brittany Dale, Madison Yee

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 8/2022

Abstract

Young students with ASD have instructional needs in social, communication, and learning skills that should be reflected in their Individualized Education Program (IEP). Research suggests that many of these goal areas present a challenge for special educators because of problems with measurability. The current study utilized an idiographic approach called Goal attainment scaling (GAS) for measuring IEP progress of individualized skills. Cross-sectional analysis of the associations between GAS ratings from an independent observer were correlated against teacher and parent ratings of IEP progress at the end of the school year and with standardized measures of the Behavior Assessment System for Children and Vineland Adaptive Behavior Scales (VABS). GAS scores were associated with parent and teacher ratings, including the VABS.

vorige artikel Meta-Analysis of RCTs of Technology-Assisted Parent-Mediated Interventions for Children with ASD

volgende artikel Child and Parental Mental Health as Correlates of School Non-Attendance and School Refusal in Children on the Autism Spectrum

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Titel: Goal Attainment Scaling: An Idiographic Measure Sensitive to Parent and Teacher Report of IEP Goal Outcome Assessment for Students with ASD
Auteurs: Lisa Ruble
John McGrew
Brittany Dale
Madison Yee
Publicatiedatum: 28-07-2021
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 8/2022
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-021-05213-3

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