Abstract
Purpose
The impact of well-crafted IEP goals on student outcomes is well-documented, but creating high-quality goals can be a challenging task for many special education teachers. This study aims to investigate potential effectiveness of using ChatGPT, an AI technology, in supporting development of high-quality, individualized IEP goals for preschool children with autism.
Methods
Thirty special education teachers working with preschool children with autism were randomly assigned to either the ChatGPT or control groups. Both groups received written guidelines on how to write SMART IEP goals, but only the ChatGPT group was given handout on how to use ChatGPT during IEP goal writing process. Quality of IEP goals written by the two groups was compared using a two-sample t-test, and categorization of goals by developmental domains was reported using frequency counts.
Results
Results indicate that using ChatGPT significantly improved the quality of IEP goals developed by special education teachers compared to those who did not use the technology. Teachers in the ChatGPT group had a higher proportion of goals targeting communication, social skills, motor/sensory, and self-care skills, while teachers in the control group had a higher proportion of goals targeting preacademic skills and behaviors.
Conclusion
The potential of ChatGPT as an effective tool for supporting special education teachers in developing high-quality IEP goals suggests promising implications for improving outcomes for preschool children with autism. Its integration may offer valuable assistance in tailoring individualized goals to meet the diverse needs of students in special education settings.
This is a preview of subscription content, log in via an institution to check access.
Data availability
Data available on request from the first author.
References
Diehm, E. (2017). Writing measurable and academically relevant IEP goals with 80% accuracy over three consecutive trials. Perspectives of the ASHA Special Interest Groups, 2(16), 34–44. https://doi.org/10.1044/persp2.SIG16.34.
Jung, L. A. (2007). Writing SMART objectives and strategies that fit the ROUTINE. Teaching Exceptional Children, 39(4), 54–58.
Konrad, M., Keesey, S., Ressa, V. A., Alexeeff, M., Chan, P. E., & Peters, M. T. (2014). Setting clear learning targets to guide instruction for all students. Intervention in School and Clinic, 50(2), 76–85. https://doi.org/10.1177/105345121453604.
Kowalski, E. M., Aiello, R., McCall, R., & Lieberman, L. L. (2009). Effectively using IEP goal banks. Journal of Physical Education Recreation & Dance, 80(1), 44–56. https://doi.org/10.1080/07303084.2009.10598267.
More, C. M., & Hart Barnett, J. E. (2014). Developing individualized IEP goals in the age of technology: Quality challenges and solutions. Preventing School Failure, 58(2), 103–109. https://doi.org/10.1080/1045988X.2013.782533.
Notari-Syverson, A. R., & Shuster, S. L. (1995). Putting real-life skills into IEP/IFSPs for infants and young children. Teaching Exceptional Children, 27(2), 29–32.
Rakap, S. (2015). Quality of individualized education program goals and objectives for preschool children with disabilities. European Journal of Special Needs Education, 30(2), 173–186. https://doi.org/10.1080/08856257.2014.986909.
Rakap, S., Yucesoy-Ozkan, S., & Kalkan, S. (2019). How complete are individualized education programmes developed for students with disabilities served in inclusive classroom settings? European Journal of Special Needs Education, 34(5), 663–677. https://doi.org/10.1080/08856257.2019.1580840.
Rakap, S. (2024). Chatting with GPT: Enhancing IEP goal development for novice special education teachers. Journal of Special Education Technology. Advance Online Publication. https://doi.org/10.1177/01626434231211295.
Rakap, S., Balikci, S., Kalkan, S., Coleman, H., Aydin, B., & Gulboy, E. (2024). Examining long-term impacts of a training program to improve quality of IEP goals. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2024.2314423. Advance online publication.
Rowland, C. M., Quinn, E. D., & Steiner, S. A. (2015). Beyond legal: Crafting high-quality IEPs for children with complex communication needs. Communication Disorders Quarterly, 37(1), 53–62. https://doi.org/10.1177/1525740114551632.
Yell, M. L., Conroy, T., Katsiyannis, A., & Conroy, T. (2013). Individualized education programs and special education programming for students with disabilities in urban schools. Fordham Urban Law Journal, 41(2), 669–714.
Funding
This research did not receive any specific grants from funding agencies.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Ethics Approval
An approval from a university ethics committee was obtained prior to the implementation of the study.
Consent Statement
Consent to participate in this study was required.
Conflict of interest
The authors declare that they have no conflicts of interest.
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Rakap, S., Balikci, S. Enhancing IEP Goal Development for Preschoolers with Autism: A Preliminary Study on ChatGPT Integration. J Autism Dev Disord (2024). https://doi.org/10.1007/s10803-024-06343-0
Accepted:
Published:
DOI: https://doi.org/10.1007/s10803-024-06343-0