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Individualized education programs for youth with Autism Spectrum Disorders
Author(s) -
Wilczynski Susan M.,
Menousek Kathryn,
Hunter Melissa,
Mudgal Dipti
Publication year - 2007
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20255
Subject(s) - autism , psychology , blueprint , intervention (counseling) , autism spectrum disorder , population , special education , developmental psychology , medical education , pedagogy , psychiatry , medicine , mechanical engineering , environmental health , engineering
Children with Autism Spectrum Disorders (ASD) present with a broad array of deficits and excesses that require educational intervention. The Individualized Education Program (IEP) serves as the blueprint for educational intervention but it can sometimes be difficult to identify which goals and objectives should be addressed with this population. It is necessary to be familiar with the defining features of ASD and the associated characteristics that youth may demonstrate in order to develop appropriate educational goals and objectives. The purpose of this article is to review the broad range of characteristics often evidenced by youth with ASD and to associate these features with specific skills to consider when developing IEP goals and objectives. This article primarily concentrates on providing an extensive list of skills and subskills that should be considered whenever children have been diagnosed or verified with an ASD. Finally, resources that may aid educators in developing IEPs are provided. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 653–666, 2007.