Examining the Quality of Individualized Education Program (IEP) Goals for Children With Traumatic Brain Injury (TBI)
| Autor: | Kelly Farquharson, Erin J Bush, Whitney Schneider-Cline, Katherine Goodwin, Christina Yeager Pelatti, Judy Harvey |
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| Rok vydání: | 2020 |
| Předmět: |
Linguistics and Language
Traumatic brain injury business.industry Service delivery framework media_common.quotation_subject 05 social sciences Delays disorders 050301 education Plan (drawing) medicine.disease Speech and Hearing Nursing medicine 0501 psychology and cognitive sciences Quality (business) business 0503 education 050104 developmental & child psychology media_common |
| Zdroj: | Communication Disorders Quarterly. 43:96-104 |
| ISSN: | 1538-4837 1525-7401 |
| DOI: | 10.1177/1525740120976113 |
| Popis: | The purpose of this descriptive study was to investigate the quality of Individualized Education Program (IEP) goals for students with traumatic brain injury (TBI) using an empirically based rating instrument. One hundred twenty-five IEP goals for 49 students with TBI were coded using the Revised IEP/IFSP Goals and Objective Rating Instrument (R-GORI; Notari). Using this dichotomous measure, we analyzed the quality of IEP goals across six areas: observability, measurability, functionality, generalizability, application in daily tasks, and clarity of goals. On average, students had three IEP goals (range: 1–8). The average goal quality score was 3.74 (range: 1–6). While most of the goals were measurable, only a few contained details about how the goals could be generalized beyond the specific educational or therapeutic environment. These findings highlight variability in the quality of IEP goals, which may have implications to the therapeutic environment and child outcomes. |
| Databáze: | OpenAIRE |
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