Goal Attainment Scaling: An Idiographic Measure Sensitive to Parent and Teacher Report of IEP Goal Outcome Assessment for Students with ASD

• Published in: Journal of autism and developmental disorders 2022-08, Vol.52 (8), p.3344-3352
• Main Authors: Ruble, Lisa, McGrew, John, Dale, Brittany, Yee, Madison
• Format: Article
• Language: English
• Subjects: Academic achievement; Adaptive behavior; Adjustment (to Environment); Autism; Autism Spectrum Disorder - diagnosis; Autistic children; Behavior; Behavior Rating Scales; Behavioral Science and Psychology; Child; Child and School Psychology; Child Behavior; Communication; Cross-Sectional Studies; Educational programs; Evaluation; Goal Orientation; Goal setting; Goals; Humans; Independent study; Individualized Education Programs; Intervention; Learning; Methods; Neurosciences; Objectives; Original Paper; Outcome Assessment, Health Care; Parent Attitudes; Parents; Pediatrics; Pervasive Developmental Disorders; Psychology; Public Health; Quantitative psychology; Rating Scales; Social discrimination learning; Social skills; Special education; Students; Teacher Attitudes; Teachers
• ISSN: 0162-3257; 1573-3432
• DOI: 10.1007/s10803-021-05213-3

Young students with ASD have instructional needs in social, communication, and learning skills that should be reflected in their Individualized Education Program (IEP). Research suggests that many of these goal areas present a challenge for special educators because of problems with measurability. The current study utilized an idiographic approach called Goal attainment scaling (GAS) for measuring IEP progress of individualized skills. Cross-sectional analysis of the associations between GAS ratings from an independent observer were correlated against teacher and parent ratings of IEP progress at the end of the school year and with standardized measures of the Behavior Assessment System for Children and Vineland Adaptive Behavior Scales (VABS). GAS scores were associated with parent and teacher ratings, including the VABS.