slide1 n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Monika Parikh Alyssa Newcomb Brandon Rennie Lisa Milkavich Marcy Szarkowski PowerPoint Presentation
Download Presentation
Monika Parikh Alyssa Newcomb Brandon Rennie Lisa Milkavich Marcy Szarkowski

Loading in 2 Seconds...

play fullscreen
1 / 11

Monika Parikh Alyssa Newcomb Brandon Rennie Lisa Milkavich Marcy Szarkowski - PowerPoint PPT Presentation


  • 151 Views
  • Updated on

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

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

Monika Parikh Alyssa Newcomb Brandon Rennie Lisa Milkavich Marcy Szarkowski


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide1

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

project aims
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)
literature review
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)
research questions
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
methodology
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
results
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
discussion
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
limitations and future direction
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

references
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.