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

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 IE...

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Bibliographic Details
Published in:Communication disorders quarterly 2022-02, Vol.43 (2), p.96-104
Main Authors: Goodwin, Katherine, Farquharson, Kelly, Yeager Pelatti, Christina, Schneider-Cline, Whitney, Harvey, Judy, Bush, Erin
Format: Article
Language:English
Subjects:
Brain damage
Children
Children with disabilities
Early intervention
Education
Educational Quality
Elementary School Students
Head Injuries
Individualized Education Programs
Language disorders
Language therapy
Neurological Impairments
Program Evaluation
Secondary School Students
Special Needs Students
Therapeutic environment
Traumatic brain injury
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Summary: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.
ISSN:1525-7401
1538-4837
DOI:10.1177/1525740120976113