Electronic Progress Monitoring of IEP Goals and Objectives

Vannest, Kimberly J.; Burke, Mack D.; Payne, Tara E.; Davis, Cole R.; Soares, Denise

doi:10.1177/004005991104300504

Cited by 7 publications

(5 citation statements)

References 27 publications

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“…IDEIA 1997 emphasizes the responsibility of GE and SE teachers to accurately measure and report a student’s progress toward annual goals. IEP teams must continuously collect meaningful data to document a student’s progress toward his or her IEP goals to document the program’s efficacy (Vannest, Burke, Payne, Davis, & Soares, 2011).…”

Section: Discussionmentioning

confidence: 99%

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IEP Use by General and Special Education Teachers

Rotter

2014

Sage Open

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The role of general and special educators in implementing the Individualized Education Program (IEP) is critical. This study investigated the perceptions of those teachers on when they read the IEP, how they measure attainment of IEP goals and objectives, and the IEPs usefulness in instructional planning. Four hundred twenty-six teachers from suburban school districts in central New Jersey were respondents. Results indicated that the majority of general and special education teachers are reading their students' IEPs in a fairly timely manner and that they find them moderately useful in planning instruction. Results also suggested that teachers relied heavily on grades to document attainment of IEP goals and that teachers felt that the IEPs themselves could be improved if they were shorter with student-specific, critical information that was more relevant to classroom instruction.

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Section: Discussionmentioning

confidence: 99%

“…IEP teams must continuously collect meaningful data to document a student's progress toward his or her IEP goals to document the program's efficacy (Vannest, Burke, Payne, Davis, & Soares, 2011).…”

Section: Methods Used To Determine Achievement Of Iep Goalsmentioning

confidence: 99%

IEP Use by General and Special Education Teachers

Rotter

2014

Sage Open

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“…There are many available applications that allow therapists, teachers and parents to monitor the behavior of children with special needs [ 43 , 73 ]. These applications allow the people involved with the intervention of children with ASD to track, store and share important information.…”

Section: Related Workmentioning

confidence: 99%

Toward automatic motivator selection for autism behavior intervention therapy

Siyam

Abdallah²

2022

Univ Access Inf Soc

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Children with autism spectrum disorder (ASD) usually show little interest in academic activities and may display disruptive behavior when presented with assignments. Research indicates that incorporating motivational variables during interventions results in improvements in behavior and academic performance. However, the impact of such motivational variables varies between children. In this paper, we aim to address the problem of selecting the right motivator for children with ASD using reinforcement learning by adapting to the most influential factors impacting the effectiveness of the contingent motivator used. We model the task of selecting a motivator as a Markov decision process problem. The states, actions and rewards design consider the factors that impact the effectiveness of a motivator based on applied behavior analysis as well as learners’ individual preferences. We use a Q-learning algorithm to solve the modeled problem. Our proposed solution is then implemented as a mobile application developed for special education plans coordination. To evaluate the motivator selection feature, we conduct a study involving a group of teachers and therapists and assess how the added feature aids the participants in their decision-making process of selecting a motivator. Preliminary results indicated that the motivator selection feature improved the usability of the mobile app. Analysis of the algorithm performance showed promising results and indicated improvement of the recommendations over time.

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“…Furthermore, (24) also cites that only 50% of teachers with special needs students receive assistance from administrative or secretarial personnel perform such administrative duties. Meanwhile, in addition to the time spent on academic instruction and mentoring, the administrative activity of the special needs teacher takes up the third largest portion of 12% (27). In line with the above conditions, the SPeNSE (29) report describes that the average special educational needs teacher spends 5 hours per week to complete the forms and perform the IEP administrative tasks.…”

Section: Quantity Of Time Used By the Teacher Or Related Professionalmentioning

confidence: 99%

Individual Education Program (IEP) Paperwork : A Narrative Review

Kartika¹,

Suminar²,

Tairas³

et al. 2018

IJET

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Previous studies have shown that teachers understand the importance of Individual Education Program (IEP), but they consider the administrative tasks of IEP as a burden. This review aims to illustrate how long the teacher completed the IEP administrative tasks, to explain why teachers view IEP as a burden, and to describe the strategies to minimize obstacles related to the administrative burden of IEP. The procedure of narrative review is selecting journals based on the inclusion and exclusion criteria related to administrative burden of IEP paperwork. The result shows that teachers spend more time doing IEP paperwork than assessing students' assignments, communicating with parents, and sharing with colleagues. IEP paperwork takes up more than 10% of working time. The reasons IEP paperwork perceived as burdens are because of a large number of IEP forms and details, the multiple IEP service flow, the lack of knowledge of the personnel relating to the preparation or implementation of IEPs, the lack of assistance of administrative staff to complete the IEP paperwork, and the short/limited deadlines for administrative duties of IEP. The proposed strategies are improving appropriate technology, streamlining the contents of IEP forms, group IEP and increase the IEP administrative skills of the teachers.

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Electronic Progress Monitoring of IEP Goals and Objectives

Cited by 7 publications

References 27 publications

IEP Use by General and Special Education Teachers

IEP Use by General and Special Education Teachers

Toward automatic motivator selection for autism behavior intervention therapy

Individual Education Program (IEP) Paperwork : A Narrative Review

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