Relationship Between Self-Determination and IEP Goal Attainment for Autistic Adolescents

The Individualized Education Program (IEP) goal attainment is a key indicator of achievement in educational performance for students with disabilities. Yet, little is known of how well autistic high school students are meeting their IEP goals and factors affecting their attainment. This study examined the relationship between self-determination, a positive predictor of goal attainment and post-school success, and IEP goal attainment using secondary data from the center on Secondary Education for Students with Autism Spectrum Disorder. Multilevel modeling was used to account for students nested within schools. Results suggest a positive link between self-determination and IEP goal attainment, while accounting for differences in demographics. However, the strength of this relationship varied across goal types (academic, independence/behavior, social, transition). Further research is needed to explore how self-determination interacts with individual, family, and school-level factors that influence IEP goal attainment, as well as to uncover the mechanisms through which self-determination supports the achievement of these goals.