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Evaluated were 214 Individualized Education Programs (IEPs) of students with behavioral disorders assigned to public school resource, self-contained, and interrelated (i.e., cross-categorical) and residential/institutional special education programs. Federal mandate compliance, number of annual goals, completed short-term objectives, and congruency between annual goals and the present level of performance statement were examined. Descriptive analysis of the results revealed that over one-third of the IEPs lacked necessary mandated components. Differences in number of annual goals and short-term objectives were noted for age groups and delivery models. Incongruencies between present level of performance statement and annual goals were also found across all age groups and delivery models. Implications of these findings are discussed relative to the function of IEPs for students with behavioral disorders.
Smith et al. (Wed,) studied this question.
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