Publication Date
| In 2026 | 0 |
| Since 2025 | 1 |
| Since 2022 (last 5 years) | 6 |
| Since 2017 (last 10 years) | 10 |
| Since 2007 (last 20 years) | 19 |
Descriptor
| Individualized Education… | 32 |
| Interpersonal Competence | 32 |
| Special Education | 32 |
| Disabilities | 13 |
| Skill Development | 8 |
| Transitional Programs | 8 |
| Daily Living Skills | 6 |
| Elementary Secondary Education | 6 |
| Intervention | 6 |
| Student Evaluation | 5 |
| Behavior Problems | 4 |
| More ▼ | |
Source
Author
| Allison K. Zoromski | 2 |
| Amie Duncan | 2 |
| Angela Combs | 2 |
| Anna M. Hood | 2 |
| Chaya Fershtman | 2 |
| Elizabeth Hamik | 2 |
| Ellen Kneeskern | 2 |
| Heather M. Lacey | 2 |
| Leanne Tamm | 2 |
| Lori Crosby | 2 |
| Meera Patel | 2 |
| More ▼ | |
Publication Type
Education Level
Laws, Policies, & Programs
| Individuals with Disabilities… | 3 |
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
| National Longitudinal… | 1 |
| Rosenberg Self Esteem Scale | 1 |
| Wechsler Intelligence Scale… | 1 |
What Works Clearinghouse Rating
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
Kara Steiskal – ProQuest LLC, 2023
Autism is characterized by persistent deficits in social communication and the presence of restricted and/or repetitive behaviors that can negatively impact adaptive, academic, and social functioning. Those diagnosed with ASD may be at an increased risk for poorer life outcomes such as poorer academic achievement and social relationships if they…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Individualized Education Programs, Parent Attitudes
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
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
Ohio Coalition for the Education of Children with Disabilities, 2022
Through educational research over the last decade, effective practices have been identified for dealing with difficult and challenging behavior in schools. Still, in too many cases, the results of this research and the practices it suggests have not reached educators at the district or building level. The purpose of this booklet is to offer…
Descriptors: Individualized Education Programs, Parent Participation, Cooperative Planning, Students with Disabilities
Harmon, Shannon; Street, Michelle; Bateman, David; Yell, Mitchell L. – TEACHING Exceptional Children, 2020
One of the most important elements of an individualized education program (IEP) is the section on present levels of academic achievement and functional performance (PLAAFP). A well-crafted PLAAFP statement should summarize all aspects of a student's present levels of performance in order to identify the strengths and needs of the student as well…
Descriptors: Academic Achievement, Individualized Education Programs, Special Education, Educational Assessment
Stewart-Ginsburg, Jared H.; Kwiatek, Stephen M. – Career Development and Transition for Exceptional Individuals, 2020
Religious organizations often serve as mainstays of communities, especially rural communities with otherwise limited support to promote improved transition outcomes. Yet, religious organizations appear not to be utilized as agencies in transition service partnerships. This article addresses involving religious organizations in the transition…
Descriptors: Rural Areas, Religion, Organizations (Groups), Agency Cooperation
Cain, Irina – ProQuest LLC, 2017
This study was performed as the result of gaps in the literature in the area of transition to independent living (IL) using secondary data from the National Longitudinal Transition Study 2 (NLTS-2). Its findings identify individual, skills, family, and school factors that predict postsecondary living status and moderators of the relationships…
Descriptors: Predictor Variables, Student Role, Ethnicity, Disabilities
Brenchley, Celia; Costello, Shane – Australian Journal of Learning Difficulties, 2018
Non-Verbal Learning Disabilities (NVLD) have a relatively rare incidence, estimated to be approximately 1.7% of all learning disabilities. Symptoms of the disorder are perceptual, social and emotional. These symptoms differ according to the developmental age, with 85% of cases being diagnosed in secondary school when education becomes more…
Descriptors: Intervention, Nonverbal Ability, Learning Disabilities, Symptoms (Individual Disorders)
National Center on Deaf-Blindness, 2016
Students who are deaf-blind have absent, partial, or distorted vision and hearing. Deaf-blindness severely limits access to visual and auditory information that forms the basis for learning and communication and creates challenges for educational systems mandated to provide free and appropriate education in the least restrictive environment.…
Descriptors: Intervention, Students with Disabilities, Deaf Blind, Individualized Education Programs
Hill, Katharine; Koester, Shannon – Children & Schools, 2015
Educational outcomes for youths in foster care are poor compared with those of their peers who are not child welfare involved. This qualitative study examined the impact of adoption on the educational experiences of older youths with disabilities who were adopted from the child welfare system. Researchers conducted interviews with families of…
Descriptors: Special Education, Young Adults, Educational Experience, Foster Care
Spencer, Kevin – Journal of the International Association of Special Education, 2012
As a society, we are looking to schools to be or become settings where our children learn the skills for successful adulthood. We are asking educators to teach an increasingly heterogeneous population of students, some of which face additional learning challenges. Many of these students have--or will have--a significant need to develop not only…
Descriptors: Student Improvement, Learning Activities, Interpersonal Competence, Rating Scales
Sansosti, Frank J.; Powell-Smith, Kelly A.; Cowan, Richard J. – Guilford Publications, 2010
Meeting a growing need for school-based practitioners, this book provides vital tools for improving the academic, behavioral, and social outcomes of students with high-functioning autism or Asperger syndrome (HFA/AS). Research-based best practices are presented for conducting meaningful assessments; collaborating with teachers, students, and…
Descriptors: Intervention, Individualized Education Programs, Autism, Asperger Syndrome
Landmark, Leena Jo; Ju, Song; Zhang, Dalun – Career Development for Exceptional Individuals, 2010
Since the transition movement in the 1980s, numerous transition practices have been developed. Kohler (1993) provided a comprehensive review and analysis of transition best practices and divided them into substantiated and implied practices based on the existence of empirical evidence. Since that review was published, the field of transition has…
Descriptors: Family Involvement, Job Training, Education Work Relationship, Daily Living Skills
