학술논문
The Relationship between Quality of the Present Level of Academic Achievement and Functional Performance Statement and Student Learning
Document Type
Journal Articles
Reports - Research
Reports - Research
Author
Burns, Matthew K. (ORCID 0000-0001-9946-5729 ); Lembke, Erica S.; Duesenberg-Marshall, McKinzie D. (ORCID 0000-0001-5928-7622 ); Hopkins, Stephanie; Hirt, Stacy; Romero, Monica E.; Thomas, Elizabeth (ORCID 0000-0001-6091-8006 ); Steinbauer, Jo Ann; Del Gaiso, Amber; Crooks, Scott
Source
Subject
Language
English
ISSN
1471-3802
Abstract
The present level of academic achievement and functional performance (PLAAFP) is an essential component of the individualised educational program (IEP) process because it identifies student strengths and areas for growth. However, there is minimal research that examines components of an IEP and student outcomes. The current study examined the relationship between PLAAFP quality and student achievement, and between training and ongoing professional development and quality of the PLAAFP. The data were obtained from 211 special education teachers in one state. Results suggested that ongoing professional development predicted the quality of the PLAAFP statement, accounted for a large amount of the variance (r[superscript 2] = 0.14) in the PLAAFP quality score, and was a stronger predictor than participating in a single training. Additionally, PLAAFP quality predicted winter achievement scores beyond the school district, fall achievement scores and teacher variables, and accounted for significant and moderate amount of unique variance for reading (r[superscript 2] = 0.05) and math (r[superscript 2] = 0.07). Implications for research and practice are included.