Examining the Quality of Individualized Education Program (IEP) Goals for Children With Traumatic Brain Injury (TBI)

IF 0.7 4区医学 Q4 REHABILITATION

Communication Disorders Quarterly Pub Date : 2020-11-30 DOI:10.1177/1525740120976113

K. Goodwin, K. Farquharson, Christina Yeager Pelatti, Whitney Schneider-Cline, Judy Harvey, E. Bush

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引用次数: 2

Abstract

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.

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创伤性脑损伤(TBI)儿童个体化教育计划(IEP)目标的质量检验

本描述性研究的目的是使用一种基于经验的评级工具来调查创伤性脑损伤(TBI)学生个性化教育计划(IEP)目标的质量。采用修订后的IEP/IFSP目标和客观评定工具(R-GORI;Notari)。使用这种两分法，我们从六个方面分析了IEP目标的质量:可观察性、可测量性、功能性、概括性、在日常任务中的应用以及目标的清晰度。学生平均有三个IEP目标(范围:1-8)。平均进球质量得分为3.74分(范围:1-6)。虽然大多数目标是可测量的，但只有少数包含了如何将目标推广到特定教育或治疗环境之外的细节。这些发现强调了IEP目标质量的可变性，这可能对治疗环境和儿童预后有影响。

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

Communication Disorders Quarterly REHABILITATION-

CiteScore

1.90

自引率

0.00%

发文量

期刊介绍： Articles for Communication Disorders Quarterly (CDQ) are accepted for review on a continual basis. The editor of CDQ welcomes submissions of previously unpublished applied and clinical research relating to typical and atypical communication across the lifespan. This includes assessment of and interventions for communicative disorders in infants, toddlers, young children, school-age children, youth, and adults. The readers of CDQ represent a breadth of viewpoints and professional interests, which is also reflected in the diversity of interests and expertise of the editorial board members. The journal is particularly of interest to speech–language pathologists and teachers of the deaf and hard of hearing. CDQ uses a masked peer review process for submissions.