title: Examining the quality of IEPs for young children with autism.
abstract: The purpose of this study was to develop an Individual Education Program (IEP) evaluation tool based on Individuals with Disabilities Education Act (IDEA) requirements and National Research Council recommendations for children with autism; determine the tool's reliability; test the tool on a pilot sample of IEPs of young children; and examine associations between IEP quality and school, teacher, and child characteristics. IEPs for 35 students with autism (Mage = 6.1 years; SD = 1.6) from 35 different classrooms were examined. The IEP tool had adequate interrater reliability (ICC = .70). Results identified no statistically significant association between demographics and IEP quality, and IEPs contained relatively clear descriptions of present levels of performance. Weaknesses of IEPs were described and recommendations provided.
authors.affiliation: Educational, School, and Counseling Psychology, University of Kentucky, Lexington, KY 40506-0017, USA. lisa.ruble@uky.edu
authors.forename: Lisa A
authors.initials: LA
authors.lastname: Ruble
authors.forename: John
authors.initials: J
authors.lastname: McGrew
authors.forename: Nancy
authors.initials: N
authors.lastname: Dalrymple
authors.forename: Lee Ann
authors.initials: LA
authors.lastname: Jung
mesh_terms: D001321:Autistic Disorder; D002648:Child; D002675:Child, Preschool; D004519:Education, Special / Q000379:methods*; D006801:Humans; D015397:Program Evaluation