Evidence map›Paper›PMID 41898078›Full record

ArticleBehavioral sciences (Basel, Switzerland)2026

Informing Intervention: An Exploration of Behavioral and Social-Emotional IEP Goals for Students with ASD.

Sarah K Cox, Courtenay A Barrett, Goretty Chavez, Rebecca Saur, Megan Feury, Grace Huber, Brianna Booms, Gabrielle Snyder

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Behavioral sciences (Basel, Switzerland), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors.

Sarah K CoxDepartment of Counseling, Educational Psychology and Special Education, College of Education, Michigan State University, East Lansing, MI 48824, USA.ORCID 0000-0002-2074-8839
Courtenay A BarrettDepartment of Counseling, Educational Psychology and Special Education, College of Education, Michigan State University, East Lansing, MI 48824, USA.ORCID 0000-0001-9258-4725
Goretty ChavezDepartment of Counseling, Educational Psychology and Special Education, College of Education, Michigan State University, East Lansing, MI 48824, USA.ORCID 0009-0001-2546-3517
Rebecca SaurDepartment of Counseling, Educational Psychology and Special Education, College of Education, Michigan State University, East Lansing, MI 48824, USA.ORCID 0009-0000-9787-3876
Megan FeuryDepartment of Counseling, Educational Psychology and Special Education, College of Education, Michigan State University, East Lansing, MI 48824, USA.
Grace HuberDepartment of Counseling, Educational Psychology and Special Education, College of Education, Michigan State University, East Lansing, MI 48824, USA.
Brianna BoomsDepartment of Counseling, Educational Psychology and Special Education, College of Education, Michigan State University, East Lansing, MI 48824, USA.
Gabrielle SnyderDepartment of Counseling, Educational Psychology and Special Education, College of Education, Michigan State University, East Lansing, MI 48824, USA.

Funding

Michigan State University 2024-2025 SEED Grant from College of Education
6 · The paper itself

Abstract

Students with autism spectrum disorder (ASD) experience impairments in reciprocal social interactions, communication, and a restricted range of interests or repetitive behaviors that impact the development of their behavioral and/or social-emotional skills. In schools, students with ASD receive Individualized Education Programs (IEPs), which include goals to understand the types of behavioral and/or social-emotional skills students are working to develop. However, there is scant empirical research examining the nature of IEP goals that target behavioral and/or social-emotional skills among students with ASD. The current study explores the content, scope, and location of behavioral and social-emotional IEP goals for 153 students with ASD in Grades K-12 in one state in the Upper Midwest. Understanding the nature of IEP goals is a critical first step to increase access to evidence-based behavioral and social-emotional interventions for students with ASD. Implications for school-based behavioral and psychosocial interventions for students with ASD are discussed.

Indexed as

autism spectrum disorderbehaviorIndividualized Education Programssocial–emotional learning

Identifiers

PMID41898078
PMCPMC13024730

What OpenQuestion holds

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.