Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Caitlin WOOD |
Documents disponibles écrits par cet auteur (1)
Faire une suggestion Affiner la recherche
Impact of an IEP Goal Builder on Social Goals for Autistic Students / Eve MULLER in Focus on Autism and Other Developmental Disabilities, 38-3 (September 2023)
[article]
Titre : Impact of an IEP Goal Builder on Social Goals for Autistic Students Type de document : Texte imprimé et/ou numérique Auteurs : Eve MULLER, Auteur ; Caitlin WOOD, Auteur ; Lynn CANNON, Auteur ; Deb CHILDRESS, Auteur Article en page(s) : p.177-187 Langues : Anglais (eng) Mots-clés : autism;social cognition;social and emotional learning;assessment;IEP goals Index. décimale : PER Périodiques Résumé : This pilot study examined (a) the perceived barriers to creating high-quality social and emotional learning (SEL) IEP goals for autistic students without intellectual disabilities, and (b) the impact of using a data-driven SEL IEP goal builder-a key component of the Ivymount Social Cognition Instructional Package (IvySCIP)-on the quality of SEL IEP goals. Based on data from 40 instructor/student dyads, we found the following: First, based on phone interviews, instructors identified a number of significant barriers to the creation of SEL IEP goals for this population, including lack of ability to reliably assess students' SEL strengths and needs, lack of a goal builder/goal bank, and lack of comprehensive, data-driven support for generating SEL goals and tracking progress toward goal mastery. Interviewees agreed that IvySCIP effectively addressed these barriers. Second, based on a comparison of pre-intervention SEL IEP goals and those created using the IvySCIP goal builder, the quality of instructors' IEP goals appeared to improve after introduction of the goal builder, with post-intervention goals significantly more likely to include settings, givens, specific/demonstrable behavior being targeted, and measurement criteria to ensure meaningful progress monitoring. Post-intervention goals also drew more equitably from a range of SEL domains. En ligne : http://dx.doi.org/10.1177/10883576221125488 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509
in Focus on Autism and Other Developmental Disabilities > 38-3 (September 2023) . - p.177-187[article] Impact of an IEP Goal Builder on Social Goals for Autistic Students [Texte imprimé et/ou numérique] / Eve MULLER, Auteur ; Caitlin WOOD, Auteur ; Lynn CANNON, Auteur ; Deb CHILDRESS, Auteur . - p.177-187.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 38-3 (September 2023) . - p.177-187
Mots-clés : autism;social cognition;social and emotional learning;assessment;IEP goals Index. décimale : PER Périodiques Résumé : This pilot study examined (a) the perceived barriers to creating high-quality social and emotional learning (SEL) IEP goals for autistic students without intellectual disabilities, and (b) the impact of using a data-driven SEL IEP goal builder-a key component of the Ivymount Social Cognition Instructional Package (IvySCIP)-on the quality of SEL IEP goals. Based on data from 40 instructor/student dyads, we found the following: First, based on phone interviews, instructors identified a number of significant barriers to the creation of SEL IEP goals for this population, including lack of ability to reliably assess students' SEL strengths and needs, lack of a goal builder/goal bank, and lack of comprehensive, data-driven support for generating SEL goals and tracking progress toward goal mastery. Interviewees agreed that IvySCIP effectively addressed these barriers. Second, based on a comparison of pre-intervention SEL IEP goals and those created using the IvySCIP goal builder, the quality of instructors' IEP goals appeared to improve after introduction of the goal builder, with post-intervention goals significantly more likely to include settings, givens, specific/demonstrable behavior being targeted, and measurement criteria to ensure meaningful progress monitoring. Post-intervention goals also drew more equitably from a range of SEL domains. En ligne : http://dx.doi.org/10.1177/10883576221125488 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509