Social Goals and Objectives of Preschool IEPs: A Content Analysis

Laura Lent Michnowicz; Scott R. Mcconnell; Carla A. Peterson; Samuel L. Odom

doi:10.1177/105381519501900401

Social Goals and Objectives of Preschool IEPs: A Content Analysis

Laura Lent Michnowicz, Scott R. Mcconnell, Carla A. Peterson, Samuel L. Odom

Educational Psychology

Research output: Contribution to journal › Article › peer-review

32 Scopus citations

Abstract

Social competence is an important developmental task in early childhood, and children with disabilities are at risk for developing deficits in social competence. Yet little research as been conducted to analyze how individualized educational programs (IEPs) for preschoolers in early childhood special education (ECSE) settings address social development. This study examined the content of social goals and objectives abstracted from early childhood students' IEPs. Three federal criteria for IEP objectives were examined to evaluate quality of objectives: specification of setting, measurability, and criterion for success. Overall results showed IEPs are lacking both in the quantity of social goals and objectives and in the quality of information necessary for instructional guidance.

Original language	English (US)
Pages (from-to)	273-282
Number of pages	10
Journal	Journal of Early Intervention
Volume	19
Issue number	4
DOIs	https://doi.org/10.1177/105381519501900401
State	Published - Oct 1995

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Copyright 2016 Elsevier B.V., All rights reserved.

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Social Goals and Objectives of Preschool IEPs: A Content Analysis

Abstract

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