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Individualized Education Program Quality for Transition Age Students with Autism.

Jordan A Findley1, Lisa A Ruble2, John H McGrew3

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Research in Autism Spectrum Disorders
|January 31, 2022
PubMed
Summary
This summary is machine-generated.

Transition Individualized Education Programs (IEPs) for students with autism spectrum disorder (ASD) often lack essential social skills goals and alignment, hindering successful postsecondary transitions. This impacts future outcomes for autistic students.

Keywords:
Individualized Education Programautismpostsecondarytransition

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Area of Science:

  • Special Education
  • Autism Spectrum Disorder Research
  • Transition Services

Background:

  • Students with autism spectrum disorder (ASD) experience poor postsecondary outcomes, suggesting ineffective transition planning.
  • The transition Individualized Education Program (IEP) is a key support, yet its content for ASD students is under-researched.
  • This study examines the quality of transition IEPs for high school seniors with autism.

Purpose of the Study:

  • To describe the contents and quality of transition Individualized Education Programs (IEPs) for students with autism spectrum disorder (ASD).
  • To evaluate IEP and postsecondary goal alignment with federal law and best practices for students in their final year of high school.

Main Methods:

  • Analysis of 20 transition IEPs from students with autism (mean age 18.2 years) in two mid-southern states.
  • Descriptive analyses assessed IEP strengths and weaknesses against federal requirements and best practices.

Main Results:

  • IEPs averaged 3.1 IEP goals and 1.6 postsecondary goals, primarily focused on academics, work, and communication.
  • All IEPs included an employment goal, but less than half had an independent living goal.
  • A significant lack of social skills goals and alignment between performance levels, IEP goals, and postsecondary goals was observed.

Conclusions:

  • Transition IEPs for high school seniors with ASD frequently do not meet federal legal standards or best practice recommendations.
  • Current IEP practices may not adequately prepare students with ASD for successful postsecondary transitions.
  • Improvements in IEP goal development, particularly for social skills and alignment, are crucial for better student outcomes.