Individualized education program quality for transition age students with autism / Jordan A. FINDLEY in Research in Autism Spectrum Disorders, 91 (March 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 91 (March 2022) . - 101900 Titre : Individualized education program quality for transition age students with autism Type de document : Texte imprimé et/ou numérique Auteurs : Jordan A. FINDLEY, Auteur ; Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur Année de publication : 2022 Article en page(s) : 101900 Langues : Anglais (eng) Mots-clés : Individualized education program  Autism  Transition  Postsecondary Index. décimale : PER Périodiques Résumé : Background Students with ASD have some of the worst postsecondary outcomes when compared to other students with disabilities indicating transition planning may not be working effectively. One source of support for postsecondary planning is development of the transition Individualized Education Program (IEP). However, little research is available to describe the current contents of transition IEPs for students with ASD. This study aimed to describe IEP and postsecondary planning quality for students with autism in their final year of high school. Method IEPs for 20 students with autism (Mage?=?18.2 years; SD?=?1.1) from two mid-southern states were analyzed. Descriptive analyses were used to identify strengths and weaknesses of IEPs and postsecondary goals based on federal law requirements and best practice recommendations. Results IEPs contained an average of 3.1 IEP goals and 1.6 postsecondary goals. IEP goals were most frequently related to academic, learning/work, or communication skills. All IEPs contained an employment postsecondary goal while less than half of the IEPs included an independent living postsecondary goal. Key findings include lack of goals related to social skills and the lack of alignment between present levels of performance, IEP goals, and postsecondary goals. Conclusions IEPs for students with ASD in their final year of school do not consistently meet standards outlined by federal law or best practice recommendations necessary for successful transition from high school. En ligne : https://doi.org/10.1016/j.rasd.2021.101900 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Individualized education program quality for transition age students with autism [Texte imprimé et/ou numérique] / Jordan A. FINDLEY, Auteur ; Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur . - 2022 . - 101900. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 91 (March 2022) . - 101900 Mots-clés : Individualized education program  Autism  Transition  Postsecondary Index. décimale : PER Périodiques Résumé : Background Students with ASD have some of the worst postsecondary outcomes when compared to other students with disabilities indicating transition planning may not be working effectively. One source of support for postsecondary planning is development of the transition Individualized Education Program (IEP). However, little research is available to describe the current contents of transition IEPs for students with ASD. This study aimed to describe IEP and postsecondary planning quality for students with autism in their final year of high school. Method IEPs for 20 students with autism (Mage?=?18.2 years; SD?=?1.1) from two mid-southern states were analyzed. Descriptive analyses were used to identify strengths and weaknesses of IEPs and postsecondary goals based on federal law requirements and best practice recommendations. Results IEPs contained an average of 3.1 IEP goals and 1.6 postsecondary goals. IEP goals were most frequently related to academic, learning/work, or communication skills. All IEPs contained an employment postsecondary goal while less than half of the IEPs included an independent living postsecondary goal. Key findings include lack of goals related to social skills and the lack of alignment between present levels of performance, IEP goals, and postsecondary goals. Conclusions IEPs for students with ASD in their final year of school do not consistently meet standards outlined by federal law or best practice recommendations necessary for successful transition from high school. En ligne : https://doi.org/10.1016/j.rasd.2021.101900 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Teacher Self-Efficacy for Teaching Students With Autism Spectrum Disorder: Associations with Stress, Teacher Engagement, and Student IEP Outcomes Following COMPASS Consultation / Abigail M. A. LOVE in Focus on Autism and Other Developmental Disabilities, 35-1 (March 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-1 (March 2020) . - p.47-54 Titre : Teacher Self-Efficacy for Teaching Students With Autism Spectrum Disorder: Associations with Stress, Teacher Engagement, and Student IEP Outcomes Following COMPASS Consultation Type de document : Texte imprimé et/ou numérique Auteurs : Abigail M. A. LOVE, Auteur ; Jordan A. FINDLEY, Auteur ; Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur Article en page(s) : p.47-54 Langues : Anglais (eng) Mots-clés : teacher self-efficacy  autism spectrum disorder  teacher stress  teacher engagement  social cognitive theory Index. décimale : PER Périodiques Résumé : Although teachers reporting high teaching self-efficacy demonstrate positive teaching behaviors, minimal stress, and superior classroom management techniques, surprisingly few studies have demonstrated a relationship between teacher self-efficacy and student outcomes. This study explored self-efficacy specific to teaching students with autism spectrum disorder (ASD), and examined relationships with stress, teacher engagement, and student individualized education program (IEP) outcomes. Special education teachers (N = 44) were recruited as part of a larger study examining a consultation intervention. Results indicated that self-efficacy for teaching students with ASD was significantly and positively correlated with teacher engagement and student outcomes, and negatively correlated with teacher stress. Furthermore, teachers who received the consultation intervention reported higher levels of self-efficacy for teaching students with ASD. This is the first study to report a direct association between teacher self-efficacy and student IEP outcomes and the potential positive impact of a teacher consultation intervention on the teacher intrapersonal factor of self-efficacy. En ligne : https://doi.org/10.1177/1088357619836767 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 [article] Teacher Self-Efficacy for Teaching Students With Autism Spectrum Disorder: Associations with Stress, Teacher Engagement, and Student IEP Outcomes Following COMPASS Consultation [Texte imprimé et/ou numérique] / Abigail M. A. LOVE, Auteur ; Jordan A. FINDLEY, Auteur ; Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur . - p.47-54. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 35-1 (March 2020) . - p.47-54 Mots-clés : teacher self-efficacy  autism spectrum disorder  teacher stress  teacher engagement  social cognitive theory Index. décimale : PER Périodiques Résumé : Although teachers reporting high teaching self-efficacy demonstrate positive teaching behaviors, minimal stress, and superior classroom management techniques, surprisingly few studies have demonstrated a relationship between teacher self-efficacy and student outcomes. This study explored self-efficacy specific to teaching students with autism spectrum disorder (ASD), and examined relationships with stress, teacher engagement, and student individualized education program (IEP) outcomes. Special education teachers (N = 44) were recruited as part of a larger study examining a consultation intervention. Results indicated that self-efficacy for teaching students with ASD was significantly and positively correlated with teacher engagement and student outcomes, and negatively correlated with teacher stress. Furthermore, teachers who received the consultation intervention reported higher levels of self-efficacy for teaching students with ASD. This is the first study to report a direct association between teacher self-efficacy and student IEP outcomes and the potential positive impact of a teacher consultation intervention on the teacher intrapersonal factor of self-efficacy. En ligne : https://doi.org/10.1177/1088357619836767 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417

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