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Enhancing IEP Goal Development for Preschoolers with Autism: A Preliminary Study on ChatGPT Integration.

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Title: Enhancing IEP Goal Development for Preschoolers with Autism: A Preliminary Study on ChatGPT Integration.
Authors: Rakap, Salih (AUTHOR), Balikci, Serife (AUTHOR)
Source: Journal of Autism & Developmental Disorders. Apr2026, Vol. 56 Issue 4, p1682-1687. 6p.
Subjects: Teacher education, Asperger's syndrome in children, Generative artificial intelligence, Motor ability, Senses, Health self-care, Autism in children, Human services programs, T-test (Statistics), Educational outcomes, Pilot projects, Statistical sampling, Questionnaires, Goal (Psychology), Randomized controlled trials, Descriptive statistics, Experimental design, Special education schools, Communication, Special education, Comparative studies, Confidence intervals, Social skills education
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 FROM AUTHOR]
Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Enhancing IEP Goal Development for Preschoolers with Autism: A Preliminary Study on ChatGPT Integration.
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  Data: <searchLink fieldCode="AR" term="%22Rakap%2C+Salih%22">Rakap, Salih</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Balikci%2C+Serife%22">Balikci, Serife</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Autism+%26+Developmental+Disorders%22">Journal of Autism & Developmental Disorders</searchLink>. Apr2026, Vol. 56 Issue 4, p1682-1687. 6p.
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  Data: 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 FROM AUTHOR]
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  Data: <i>Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1007/s10803-024-06343-0
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 6
        StartPage: 1682
    Subjects:
      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Asperger's syndrome in children
        Type: general
      – SubjectFull: Generative artificial intelligence
        Type: general
      – SubjectFull: Motor ability
        Type: general
      – SubjectFull: Senses
        Type: general
      – SubjectFull: Health self-care
        Type: general
      – SubjectFull: Autism in children
        Type: general
      – SubjectFull: Human services programs
        Type: general
      – SubjectFull: T-test (Statistics)
        Type: general
      – SubjectFull: Educational outcomes
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      – SubjectFull: Pilot projects
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      – SubjectFull: Statistical sampling
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      – SubjectFull: Questionnaires
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      – SubjectFull: Goal (Psychology)
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      – SubjectFull: Randomized controlled trials
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      – SubjectFull: Descriptive statistics
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      – SubjectFull: Experimental design
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      – SubjectFull: Special education schools
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      – SubjectFull: Communication
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      – SubjectFull: Special education
        Type: general
      – SubjectFull: Comparative studies
        Type: general
      – SubjectFull: Confidence intervals
        Type: general
      – SubjectFull: Social skills education
        Type: general
    Titles:
      – TitleFull: Enhancing IEP Goal Development for Preschoolers with Autism: A Preliminary Study on ChatGPT Integration.
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              Text: Apr2026
              Type: published
              Y: 2026
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