Goal Attainment Scaling: An Idiographic Measure Sensitive to Parent and Teacher Report of IEP Goal Outcome Assessment for Students with ASD.
Lisa Ruble, John McGrew, Brittany Dale and 1 others
PMID 34319498WHAT IT FOUND
An independent observer's goal attainment ratings correlated with parent and teacher reports of progress, but not with standardized behavior scales.
This supports using individualized goal tracking for IEPs, while suggesting broad norm-referenced tests miss specific skill changes.
Key findings
01PET-GAS change scores showed significant positive correlations with parent and teacher end-of-year IEP progress ratings.
02PET-GAS change scores did not correlate with parent- or teacher-rated BASC Adaptive Skill change scores or VABS Daily Living and Motor Skills change scores.
03There was a strong positive correlation between parent and teacher idiographic ratings of end-of-year progress.
STILL TO COME
How it was doneWhat they foundWhat it means for PTsWhat it means for OTsWhat it means for SLPs
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What it does not show
The BASC-2 used in the study was not designed to measure intervention progress, which may explain the lack of correlation with PET-GAS. The study is a secondary analysis, so the measures were not necessarily designed for this specific comparison. Participants were students with ASD receiving special education services, so results may not generalize to other populations or settings. The sample size for some correlations was limited by the availability of specific baseline and post-intervention data across the three original RCTs.
Declared interests
The text does not explicitly state funding sources or conflicts of interest in the provided excerpts, though the authors developed the PET-GAS procedure.
The easy way to misread this
Do not conclude that standardized tests like the BASC-2 are invalid tools. The lack of correlation with PET-GAS reflects that the BASC-2 was not designed to measure individualized intervention progress, not that it fails to assess general adaptive behavior.