A Retrospective Chart Review of Children with ASD’s Individual Education Plans Compared to Subsequent Independent Psychological Evaluations

Abstract

The heterogeneity of Autism Spectrum Disorder (ASD) makes it difficult for school-based professionals to develop effective Individual Education Plans (IEP) for this group. Limited research exists on the quality of IEP programs for individuals with ASD. This article summarizes the results of a retrospective chart review from an outpatient diagnostic center. Researchers collected data from IEPs and subsequent psychological evaluations of 75 individuals diagnosed with ASD. The implications of these results for future research and practice are discussed.

Are Rural Students Receiving FAPE? A Descriptive Review of IEPs for Students With Social, Emotional, or Behavioral Needs

“…Few studies have examined the inclusion of social, emotional, and behavioral needs and goals in a student’s IEP (Gelbar et al, 2018; Smith, 1990). The present study is further distinguished by examining these IEPs within rural districts.…”

“…These errors have been perpetual, and it is noted that, too often, IEPs have failed to live up to their original promise (Huefner, 2001). Smith (1990) and later Gelbar, Bruder, DeBiase, and Molteni (2018) noted the roots of the problem of improper IEP development lie in a lack of quality IEP development combined with deficient team processes, strained teacher time, and a tendency for educators to follow mechanistic procedures when fulfilling paperwork requirements.…”

“…Gelbar and colleagues (2018) completed 75 chart reviews including IEPs and subsequent psychological evaluations from an outpatient treatment center in Connecticut. Results suggested that the majority of student IEPs include data related to adaptive behavior (87.2%) and academic progress was frequently described as “not age appropriate.” Approximately 93% of IEPs noted social and/or emotional challenges; yet, only 30% of student IEPs included behavior intervention plans and less than 42% of students received social skills, counseling, or social work services.…”

“…Each of the studies reported a number of strengths in the IEPs reviewed, but recommended further professional development and support for IEP teams. Areas of need include developing IEPs that demonstrate alignment across components (Ruble et al, 2010; Smith, 1990); ensuring rigorous academic goals (Gelbar et al, 2018); and ongoing, quality progress monitoring (Kurth & Mastergeorge, 2010).…”

Are Students with Mathematics Learning Disabilities Receiving FAPE?: Insights from a Descriptive Review of Individualized Education Programs

“…Researchers independently coded each eligibility document and IEP document. Interrater reliability was calculated using an agreements‐divided‐by‐agreements‐plus‐disagreements formula used in previous IEP review projects (see Gelbar et al., 2018; Hott et al., 2019; Kurth & Mastergeorge, 2010). Interrater reliability was 98.76% for eligibility minutes and 99.4%for IEPs.…”