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Peer reviewed
Direct linkNancy Susan McIntyre; Matthew Carl Zajic – Journal of Special Education, 2025
The aims of this study were to (a) characterize the prevalence and interrelationship of Individualized Education Program (IEP) goals in academic (reading, writing, math) and developmental (language, social skills, behavioral) domains in a large U.S. national sample of autistic children across the elementary and secondary grade levels and (b)…
Descriptors: Incidence, Predictor Variables, Child Caregivers, Individualized Education Programs
Michael W. M. Mahoney; Carol A. Davis – Education and Training in Autism and Developmental Disabilities, 2024
This study examined the use of a peer-mediated instruction and intervention (PMI) model combined with the use of a visual schedule as a way of supporting academic engagement and social interactions of secondary students with autism spectrum disorder (ASD). A multiple-baseline across participants design (Kazdin, 2011) was used to determine effects…
Descriptors: Learner Engagement, Autism Spectrum Disorders, Interpersonal Competence, Peer Teaching
Dawn Adams; Matt Stainer; Kate Simpson; Jessica Paynter; Marleen Westerveld – Journal of Autism and Developmental Disorders, 2025
In non-autistic children, academic skills are associated with academic enablers (motivation, engagement, study/interpersonal skills), but few studies have explored these in autistic children. This study identified profiles of academic skills and enablers in autistic students and explored the trajectory of each profile over time. Teachers completed…
Descriptors: Autism Spectrum Disorders, Elementary School Students, Secondary School Students, Student Motivation
Download full textAmie Duncan; Sydney Risley; Angela Combs; Heather M. Lacey; Elizabeth Hamik; Chaya Fershtman; Ellen Kneeskern; Meera Patel; Lori Crosby; Anna M. Hood; Allison K. Zoromski; Leanne Tamm – Focus on Autism and Other Developmental Disabilities, 2023
The educational services available for fully included middle schoolers with autism spectrum disorder (ASD) in the general education setting in the United States are not well known. Even less is known about how the executive functioning (EF) deficits of such youth are addressed in the classroom. The current study sought to identify the challenges,…
Descriptors: Autism Spectrum Disorders, Executive Function, Individualized Education Programs, Middle School Students
Karrie A. Shogren; Kathleen N. Zimmerman; Kathryn M. Burke; Alison L. Zagona; Jennifer A. Kurth; Elisabeth J. Malone; Roxanne Loyless; Daria Gerasimova; Jesse R. Pace; Tyler A. Hicks – Grantee Submission, 2023
This study examined reading, math, writing, social, behavioral, and communication learning goals for a large, national sample of elementary students with complex support needs served in one of four types of educational placements. Each goal was coded for three quality characteristics: (1) strengths-focus, (2) inclusion of self-determination…
Descriptors: Elementary School Students, Special Needs Students, Students with Disabilities, Individualized Education Programs
Karrie A. Shogren; Kathleen N. Zimmerman; Kathryn M. Burke; Alison L. Zagona; Jennifer A. Kurth; Elisabeth J. Malone; Roxanne Loyless; Daria Gerasimova; Jesse R. Pace; Tyler A. Hicks – Inclusion, 2023
This study examined reading, math, writing, social, behavioral, and communication learning goals for a large, national sample of elementary students with complex support needs served in one of four types of educational placements. Each goal was coded for three quality characteristics: (1) strengths-focus; (2) inclusion of self-determination…
Descriptors: Elementary School Students, Special Needs Students, Students with Disabilities, Individualized Education Programs
Wall, Sarah – Emotional & Behavioural Difficulties, 2021
Children with attachment difficulties can experience barriers to learning and their externalising and internalising behaviours can challenge staff: ultimately, such encounters may result in exclusion from school. This paper examines how settings can support the inclusion of pupils with attachment difficulties, through employing a specific member…
Descriptors: Attachment Behavior, Inclusion, Interpersonal Relationship, Adults
Amie Duncan; Sydney Risley; Angela Combs; Heather M. Lacey; Elizabeth Hamik; Chaya Fershtman; Ellen Kneeskern; Meera Patel; Lori Crosby; Anna M. Hood; Allison K. Zoromski; Leanne Tamm – Grantee Submission, 2022
The educational services available for fully included middle schoolers with autism spectrum disorder (ASD) in the general education setting are not well known. Even less is known about how the executive functioning (EF) deficits of such youth are addressed in the classroom. The current study sought to identify the challenges, including EF, that…
Descriptors: Autism, Pervasive Developmental Disorders, Executive Function, Individualized Education Programs
Fabiano, Gregory A.; Naylor, Justin; Pelham, William E., Jr.; Gnagy, Elizabeth M.; Burrows-MacLean, Lisa; Coles, Erika; Chacko, Anil; Wymbs, Brian T.; Walker, Kathryn S.; Wymbs, Frances; Garefino, Allison; Mazzant, Jessica Robb; Sastry, Amber L.; Tresco, Katy E.; Waschbusch, Daniel A.; Massetti, Greta M.; Waxmonsky, James – School Mental Health, 2022
Children with attention-deficit/hyperactivity disorder (ADHD) receive supports and services in general and special education classrooms in schools. The present study aimed to report the contents of individualized education programs (IEPs) for children with ADHD and to compare the behavior of children with ADHD who had IEPs versus those with ADHD…
Descriptors: Attention Deficit Hyperactivity Disorder, Individualized Education Programs, Student Behavior, Summer Programs
Koegel, Lynn Kern; Glugatch, Lindsay B.; Koegel, Robert L.; Castellon, Fernanda A. – Journal of Autism and Developmental Disorders, 2019
Children with autism spectrum disorder demonstrate challenges in socialization that can interfere with their participation in common childhood activities and can persist or worsen if not addressed. The purpose of this study was to assess whether individualized education program (IEP) social goals could be targeted by a supervised paraprofessional…
Descriptors: Autism, Pervasive Developmental Disorders, Socialization, Individualized Education Programs
Twyman, Janet; Redding, Sam – Council of Chief State School Officers, 2015
This publication and its companion, "Personal Competencies/Personalized Learning: Lesson Plan Reflection Guide," were created in response to a request for further development of the practical application of personalized learning concepts by teachers. Personalized learning varies the time, place, and pace of learning for each student, and…
Descriptors: Reflection, Instruction, Individualized Instruction, Individualized Programs
Gregory W. Smith; K. Alisa Lowrey; David Walker – Journal of the American Academy of Special Education Professionals, 2019
The purpose of this study was to determine if self-advocacy and social skills were targeted areas of instruction on a collected sample of Individualized Education Programs (IEPs). We also measured student attendance at IEP meetings as a potential step towards self-avocation. Utilizing secondary analysis with data collected from 170 IEPs, we…
Descriptors: Self Advocacy, Interpersonal Competence, Individualized Education Programs, Student Participation
Hume, Kara; Odom, Samuel L.; Steinbrenner, Jessica R.; Smith DaWalt, Leann; Hall, Laura J.; Kraemer, Bonnie; Tomaszewski, Brianne; Brum, Christopher; Szidon, Kate; Bolt, Daniel M. – Exceptional Children, 2022
We tested the efficacy of a comprehensive intervention program designed for high school students across the autism spectrum, the Center on Secondary Education for Students with Autism (CSESA) model, in a cluster randomized control trial involving 60 high schools in three states (California, North Carolina, Wisconsin), with implementation occurring…
Descriptors: Autism, Pervasive Developmental Disorders, Intervention, Adolescents
Eve Müller; Caitlin Wood; Deb Childress; Lynn Cannon; William Dardick – Journal of International Special Needs Education, 2023
Ivymount Social Cognition Instructional Project (IvySCIP) supports teachers and related service providers to implement data-driven social and emotional learning (SEL) instruction for their kindergarten through 5th grade students with social cognition challenges, especially those with high functioning autism spectrum disorders (HF-ASD). Based on…
Descriptors: Autism Spectrum Disorders, Social Cognition, Social Emotional Learning, Kindergarten
Balint-Langel, Kinga; Woods-Groves, Suzanne; Rodgers, Derek B.; Rila, Ashley; Riden, Benjamin S. – Journal of Special Education Technology, 2020
We examined the effects of a computer-based strategy to develop self-advocacy skills for 15 middle school students with mild and moderate disabilities. A pre- and posttest experimental design with random assignment to treatment and wait-list control groups was employed to investigate changes in student participation and level of…
Descriptors: Self Advocacy, Skill Development, Middle School Students, Early Adolescents
