Examining the IEP Goals and Mathematical Outcomes of Autistic Students Across 2 Years

IF 1.8 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2025-11-22 DOI:10.1177/07419325251388083

Sarah K. Cox, Courtenay A. Barrett, Goretty Chavez, Lamia Bagasrawala, Rebecca Saur

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Abstract

Autistic students’ individualized education programs (IEPs) outline annual goals to address identified needs, such as mathematics. Prior research has suggested that autistic students may need additional support in mathematics, especially in later grades. Thus, the current study examined (a) the relationship between autistic students’ grade-levels and mathematics scores, (b) the content (e.g., focus, repeated) of autistic students’ IEP goals, and (c) the association between mathematics scores on standardized assessments and math-focused IEP goals. The current study analyzed secondary data from 182 autistic students (K-12) from 28 schools, across two school years. Results suggested that as students’ grade-level increased, their mathematics performance decreased. Further, results suggested that on average autistic students had 7 IEP goals, although 50.3% of these goals were repeated from one year to the next. Finally, as mathematics scores decreased, the number of math-focused IEP goals increased. Implications for practice, limitations, and directions for future research are discussed.

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自闭症学生2年的IEP目标和数学成绩

自闭症学生的个性化教育计划（IEPs）概述了年度目标，以满足确定的需求，如数学。先前的研究表明，自闭症学生在数学方面可能需要额外的支持，尤其是在高年级。因此，本研究考察了(a)自闭症学生的年级水平与数学成绩之间的关系，(b)自闭症学生IEP目标的内容（例如，焦点，重复），以及(c)标准化评估中的数学成绩与以数学为重点的IEP目标之间的关系。目前的研究分析了来自28所学校的182名自闭症学生（K-12）在两个学年的中学数据。结果表明，随着年级水平的提高，学生的数学成绩下降。此外，结果表明自闭症学生平均有7个IEP目标，尽管这些目标中有50.3%是每年重复的。最后，随着数学分数的下降，以数学为重点的IEP目标的数量增加了。讨论了实践意义、局限性和未来研究方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

期刊介绍： Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.