Individualized education program quality for transition age students with autism. (March 2022)

• Record Type: Journal Article
• Authors: Findley, Jordan A.; Ruble, Lisa A.; McGrew, John H.
• Is Part Of: Research in autism spectrum disorders. Volume 91(2021)
• Publication Date: 2022-03
• Subjects: Individualized education program -- Autism -- Transition -- Postsecondary; Autism spectrum disorders -- Periodicals; 616.85882005
• DOI: 10.1016/j.rasd.2021.101900
• Languages: English
• ISSNs: 1750-9467

Abstract

Highlights: Most IEPs documented a need for social skill development but very few IEPs subsequently incorporated a related IEP goal. IEPs for transition age students with autism contain limited content related to best practice recommendations. Few education/training, employment, and independent living postsecondary goals had a related annual IEP goal. Abstract: 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 (M age = 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.