Abstract
Social competence is an important developmental task in early childhood, and children with disabilities are at risk for developing deficits in social competence. Yet little research as been conducted to analyze how individualized educational programs (IEPs) for preschoolers in early childhood special education (ECSE) settings address social development. This study examined the content of social goals and objectives abstracted from early childhood students' IEPs. Three federal criteria for IEP objectives were examined to evaluate quality of objectives: specification of setting, measurability, and criterion for success. Overall results showed IEPs are lacking both in the quantity of social goals and objectives and in the quality of information necessary for instructional guidance.
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