DEVELOPING AND IMPLEMENTING EFFECTIVE INDIVIDUALIZED EDUCATION PROGRAMS FOR CONDUCT-PROBLEM ADOLESCENTS THE GOAL ORIENTED APPROACH TO LEARNING

Abstract

This investigation assessed the effectiveness of a behavioral approach to developing and implementing Individualized Education Programs (IEPs) with conduct-problem adolescents in a public school district. The procedure, termed the Goal-Oriented Approach to Learning (GOAL), involves professionals, parents, and pupils in the IEP process by means of four interrelated steps: Goal Setting, Goal Attainment Scaling. Specifications of Behavioral Interventions, and Evaluation of Goal Attainment. Two special service teams in each of two high schools in a public school district were randomly assigned to use the GOAL procedure or the district's traditional procedure for IEP development and implementation with conduct-problems adolescents eligible for special education. Results indicated that the GOAL procedure effected a greater degree of pupil goal attainment thank the traditional procedure. Moreover, school staff, parents, and pupils involved in the GOAL procedure expressed more satisfaction with the approach than those involved with the traditional procedure. In the paper, the steps of the GOAL procedure are described, empirical evidence supporting its utility is reported, and advantages of the approach are enumerated. Discussion occurs within the context of Public Law 94-192.