ABSTRACT
PURPOSE: The impact of well-crafted IEP goals on student outcomes is well-documented, but creating high-quality goals can be a challenging task for many special education teachers. This study aims to investigate potential effectiveness of using ChatGPT, an AI technology, in supporting development of high-quality, individualized IEP goals for preschool children with autism. METHODS: Thirty special education teachers working with preschool children with autism were randomly assigned to either the ChatGPT or control groups. Both groups received written guidelines on how to write SMART IEP goals, but only the ChatGPT group was given handout on how to use ChatGPT during IEP goal writing process. Quality of IEP goals written by the two groups was compared using a two-sample t-test, and categorization of goals by developmental domains was reported using frequency counts. RESULTS: Results indicate that using ChatGPT significantly improved the quality of IEP goals developed by special education teachers compared to those who did not use the technology. Teachers in the ChatGPT group had a higher proportion of goals targeting communication, social skills, motor/sensory, and self-care skills, while teachers in the control group had a higher proportion of goals targeting preacademic skills and behaviors. CONCLUSION: The potential of ChatGPT as an effective tool for supporting special education teachers in developing high-quality IEP goals suggests promising implications for improving outcomes for preschool children with autism. Its integration may offer valuable assistance in tailoring individualized goals to meet the diverse needs of students in special education settings.
ABSTRACT
BACKGROUND AND AIMS: This study examined the link between perceived family burden among parents of children with moderate and severe disabilities and their psychological health, and the potential moderating roles of resilience and social support. METHODS: 256 parents completed an online questionnaire including Demographic Information Form, Family Burden Assessment Scale, General Health Questionnaire, Brief Resilience Scale, and Revised Parental Social Support Scale. RESULTS: Results revealed negative associations between resilience, social support, and depression-anxiety symptoms. Both resilience and social support played moderating roles in the association between family burden and psychological health. Social support buffered the negative association between family burden and psychological health, alongside psychological resilience. DISCUSSION AND CONCLUSION: The study highlights the negative effects of family burden on the psychological health of parents of children with disabilities, but also suggests that resilience and social support can mitigate these effects. Therefore, interventions should consider these factors to enhance the psychological well-being of parents.
