Transcript Initial ITP

Individual Treatment Plan
Goal Writing
Fall 2015
The Initial ITP includes
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Client’s background
Needed/current assessment results
Long-term goals (baseline data)
Short-term objectives (baseline data)
The Final ITP/PS includes
• Client’s background (updated from Initial ITP)
• Current assessment results (include any new
results)
• Long-term goals (baseline and progress for
each goal)
• Short-term objectives (baseline and and
progress for each objective)
• Comments and impressions of treatment
progress
• Recommendations
• infoCDS
Writing SMART Goals & Objectives
Specific
Measureable
Attainable
Routine-Based
Relevant
Tied to Functional Priority
Time frame provided
Jung, L.A. (1997). Writing SMART objectives and strategies that fit the ROUTINE. Teaching Exceptional Children,
39, p54-58.
Specific Goals and Objectives
• Write goals so that everyone involved with the
client understands the target behavior
• Describe the terms under which the client will
reach the goal
– supports, prompts, cues required for success
• Which is better and why?
– Dora will communicate better
– Dora will indicate her preferred activity, interaction, or
object by using a sign or word
– When given a choice of two during familiar daily
routines, Dora will imitate a word or use a sign to
indicate her preferred activity, interaction, or object.
McWilliam, R. A., Ferguson, A., Harbin, G.. Porter, D. M., & Vaderviere, P. (1998). The family-centeredness of
individualized family services plans. Topics in Early Childhood Special Education, 18. 69-82.
Measurable Goals and Objectives
• Goals and Objectives should be…
– Quantifiable to allow for documentation
– Measurable without any additional information being
required
Interrater Reliability
• Who is going to measure?
• If someone else measures, will this person get
the same results? (interrater reliability)
• Will the person measuring be able to
– do the measurement as stated?
– without disrupting routine or without undue
burden?
Sample verbs that can be used in goals because
they refer to behaviors that can be measured
Word or Sound Production
Word or Concept Comprehension
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Name
Describe
Repeat
Ask
Comment
Say
Rhyme
Retell
Write
Request
Point
Identify
Place/Put
Look at
Match
Avoid these verbs because they refer to actions
that aren’t observable
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Understand
Think
Learn
Improve
Know
Remember
Comprehend
Discover
Demonstrate
Attainable Goals and Objectives
• IFSP and IEP goals are typically written for 1 year
• Objectives should be easy for the child to achieve within 2
to 4 months, so children and families can celebrate
success and see progress.
• Goals written for the clinic may be for one term or longer,
depending on the needs of the client
• Parents or other team members might suggest a longterm goal; your job is to break it down into achievable
objectives.
• Baseline data-where to begin?
Jung, L. A., Gomez, C, & Baird, S. M. (2003). Family-centered intervention: Bridging the gap between IFSPs and
implementation. In E. Horn, M. M. Ostrosky, & H. Jones (Eds.), Young Exceptional Children Monograph Series No. 5:
Family-Based Practices [pp. 61- 76). Longmont, CO: Sopris West Educational Services.
Routine-Based Goals and Objectives
• Goals should be written to increase the child’s
success in the context of daily routines and activities
(i.e. not in the therapy room)
Tied to a Functional Priority
• Goals should be derived from family members and
other team members based on needs/preferences
• Goals should not be derived from standardized tests
• Which is better and why?
– SD will imitate verb+ing (such as “walking” “going”) with 80%
accuracy over two sessions.
– SD will imitate verb+ing (such as “walking” “going”) with 80%
accuracy, in order to describe to his family what happened at school.
Skill
• Is it Specific?
• Attainable?
• Routine-based
• Is it Relevant?
• Tied to functional
priority?
Context
• Task used for
measurement
• Linguistic
complexity
• Level of support?
• Who will
score/rate?
Measurement
Time Frame
• Criteria – Are they • When will
Attainable?
you expect
• Type of measure
goal to be
(e.g., frequency,
met?
percentage, ratings)
LTG: M will say the
sounds “sh”, “ch”, “j”
without distortion
while reading aloud
and retelling a story
with 80% accuracy
STO 1.1: M will say “ch”, given cues and
“sh”, “j” in all
prompts,
word positions at the
word level
with 80% accuracy
STO 1.2: M will say “ch”, given no cues and
“sh”, “j” in all word
prompts
positions at the word
level
with 80% accuracy
over two
sessions in three
months time.
• “An empowering goal would be one where
the client’s voice is not only heard through
the process but shapes it” (p. 982)
– Hersh, D., Sherratt, S., Howe, T., Worrall, L., Davidson, B., & Ferguson, A. (2012). An
analysis of the “goal” in aphasia rehabilitation. Aphasiology, 26(8), 971–984.