Goal Setting Interventions: Implications for Participants on the Autism Spectrum

Carr, Monica E.; Moore, Dennis W.; Anderson, Angelika

doi:10.1007/s40489-014-0022-9

Cited by 11 publications

(9 citation statements)

References 36 publications

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“…Figarola et al (2008) found that goal setting, combined with the self-monitoring of progress, leads to improved math fact automaticity for elementary school students with mild intellectual disabilities. For persons with autism spectre disorders, research suggests that interventions which include a self-set goal component may improve independent functioning (Carr, Moore, and Anderson 2014). Codding, Lewandowski, and Eckert (2005) further found that student-selected goals and performance feedback were effective in increasing math fluency in elementary school students with ADHD.…”

Section: Introductionmentioning

confidence: 99%

Goal setting and planning for Norwegian students with and without intellectual disabilities: Wishing upon a star?

Garrels

2016

European Journal of Special Needs Education

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Being able to set personal high-quality goals and having the skills to make plans for goal attainment are associated with higher performance, increased student involvement at school, and higher levels of self-determination. This study examines self-reported goals of 83 Norwegian elementary and lower secondary school students with and without intellectual disabilities. The study also looks into whether students feel that they learn goal setting and planning skills at school. Findings suggest that students are able to identify process and product goals for themselves. Most students set academic goals for themselves, followed by career goals and sports-related leisure time goals. No significant differences were found between typically developing students and students with intellectual disabilities. While roughly two-thirds of all students reported that they feel encouraged to set goals for themselves at school, almost 60% of all students expressed that they did not learn planning skills at school. This finding indicates the need to assist teachers with instructional materials for how to teach students these important skills for self-determination. © 2016 the author(s). published by informa uK limited, trading as taylor & francis Group.this is an open access article distributed under the terms of the creative commons attribution-noncommercial-noderivatives license (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.

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Section: Introductionmentioning

confidence: 99%

Goal setting and planning for Norwegian students with and without intellectual disabilities: Wishing upon a star?

Garrels

2016

European Journal of Special Needs Education

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“…When persons with ASD identify social goals for themselves, it is likely that they will have an autonomous motivation for these self-chosen goal, making goal attainment more within reach. Indeed, research has shown that students are more engaged and persistent in the learning process when working on goals of which they perceive a personal value (Carr, Moore, and Anderson 2014).…”

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confidence: 99%

Getting good at small talk: student-directed learning of social conversation skills

Garrels

2018

European Journal of Special Needs Education

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For students with autism spectrum disorders (ASD), learning social skills is an intricate but essential task to facilitate social inclusion and participation. Limited research is available on social skills interventions for adolescents with ASD and intellectual disabilities (ID). This article presents a case study that illustrates how the Self-Determined Learning Model of Instruction was used to improve self-chosen social conversation skills in a Norwegian 14-year old student with ASD and mild ID. This case study illustrates that, also for students with ASD and ID, giving them the opportunity to set personally relevant goals may improve their autonomous motivation, thereby increasing the likelihood of goal attainment.

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“…Carr, Moore, and Anderson (2014a) pointed out goal setting as another important component in a self-management intervention for students with ASD for their future success in higher education and vocational settings. They also called for research to evaluate various ways of teaching goal setting in a self-management intervention.…”

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Using Self-Monitoring With Guided Goal Setting to Increase Academic Engagement for a Student With Autism in an Inclusive Classroom in China

Wang

Lee

et al. 2016

J Spec Educ

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The purpose of this study was to investigate whether using self-monitoring with guided goal setting was effective in increasing academic engagement for a student with autism who frequently displayed disruptive behaviors in an inclusive classroom in China. A 9-year-old male student with autism participated in this study. A changing criterion single-subject design was used. Training on self-monitoring took place outside of the classroom prior to the implementation of self-monitoring and guided goal setting in the language art class in an inclusive classroom. The goal was gradually increased and determined by the student’s best performance on the previous phase. Results showed an increase in the student’s academic engagement during intervention. The student also maintained a high level of academic engagement during 1-week follow-up sessions without self-monitoring.

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Goal Setting Interventions: Implications for Participants on the Autism Spectrum

Cited by 11 publications

References 36 publications

Goal setting and planning for Norwegian students with and without intellectual disabilities: Wishing upon a star?

Goal setting and planning for Norwegian students with and without intellectual disabilities: Wishing upon a star?

Getting good at small talk: student-directed learning of social conversation skills

Using Self-Monitoring With Guided Goal Setting to Increase Academic Engagement for a Student With Autism in an Inclusive Classroom in China

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