Program Evaluation in Classrooms for Students with Autism

Abstract

This article reviews goal attainment scaling as an alternative method for evaluating treatments and programs for children with autism. Traditional evaluation methods such as compliance monitoring and efficacy studies may be unable to account for the elaborate set of components mandated by the Individuals with Disabilities Education Act and the number and variety of treatment/program options available to students with autism. Assessing the quality of program services delivered to children (i.e., process goals) and the progress of children in meeting those goals (i.e., outcome goals) should be the fundamental concern of programs for students with autism. The use of goal attainment scaling as an alternative evaluation method may provide a convergent link between student outcome goals and program goals within a framework of family-centered practices. A case study is provided to illustrate the use of goal attainment scaling.

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