A 2-Year Comparison of Goal Type and Orientation for Students with Intellectual Disabilities and Classroom Teachers

Self-determination is linked to positive adult outcomes and increased inclusion in the community. In addition, goal setting and attainment is a critical component of self-determined behavior. The purpose of this study was to consider goal type for students with intellectual disability (ID) across time and compared to classroom teachers. Results from 182 students with ID ranging in age from 15 to 20 years on identified goals and teacher responses were analyzed. Binary logistical regression found differences in both goal types (process vs. product) based upon the demographic variables of gender, socio-economic status, and the use of a behavioral plan. This study identified the need for more research to investigate the function (process or product) and overall use of goals by students with disabilities outside of the IEP setting.