Transcript Goal Writing

Goal Writing
School-Age Speech & Language Clinic
October 10th, 2016: Adapted from 2015 practicum Lecture
Agenda
 Goal Writing
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LTG vs STO
SMART acronym
Types
Color coded template
Practice
Goal Writing
 Why do we write goals/objectives?
 What is important to include in a goal?
 Who has seen poorly written goals?
 What was wrong with them?
LTG vs. STO
 Goal/LTG: overall statement of targeted behavior
 Goals are dependent on the setting in which the client is
served or expected to accomplish the goal
 Most IEP/IFSP goals written for EC CARES or the school
district will be for one year
 Goals written for the clinic may be for one-term or longer,
depending on the needs of the client
 Objectives/STO: task anaylsis; small steps to achieve
the goal; small steps to monitor progress
 Can be sequential or additive
Goal with Sequential Objectives
SS will produce target sounds (k,g,s, s-blends) in conversation with 80%
accuracy over 2 consecutive sessions.
1. Given cues and prompts, SS will correctly produce target sounds (k,g,s, sblends) in isolation in 8 out of 10 trials over two consecutive sessions.
2. Given cues and prompts, SS will correctly produce target sounds (k,g,s, sblends) in words 8 out of 10 trials over two consecutive sessions.
3. Without cues or prompts, SS will independently produce target sounds (k,g,s, sblends) in words correctly in 8 out of 10 trials over two consecutive sessions.
4. Given diminishing cues, SS will independently produce target sounds (k,g,s, sblends) in phrases in 8 out of 10 trials over 2 consecutive sessions.
5. Given diminishing cues, SS will independently produce accurate target sounds
(k,g,s, s-blends) in sentences in 8 out of 10 trials over 2 consecutive sessions.
Goal with Additive Objectives
FT demonstrate increased utterance length my maintaining an
average of 3-word utterances (MLU=3.0) across settings (classroom,
home) as measured by 2 language samples (50 utterances
minimum).
1. FT will routinely say at least 50 nouns (family members, animals,
toys) as measured by the MacArthur-Bates Communicative
Inventories (CDI) or… a criterion-based literacy based activity.
2. FT will routinely say at least 10 action words (e.g., “want”, “go”,
“run”) as measured by the CDI (or structured conversational sample).
3. FT will routinely say at least 3 pronouns (e.g., “I”, “me”, “you”) as
measured by the CDI (or structured conversational sample).
Writing SMART
goals/objectives
Specific
Measureable
Attainable
Routine-Based
Tied to Functional Priority
Jung, L.A. (1997). Writing SMART objectives and strategies that fit the ROUTINE. Teaching Exceptional Children,
39, p54-58.
Specific Goals & Objectives
 Goals should be written so that everyone involved with the client can
understand the target behavior
 Specific terms for how client will reach the goal (supports, prompts, cues
required for independent success)
 Which is better and why?
 DC will communicate better
 DC will indicate her preferred activity, interaction, or object by using a
sign or word
 When given a choice of two during familiar daily routines, DC 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 should be…
 Quantifiable, observable, describable
 Measurable
 Which is better and why?
 AR will say bilabial sounds (m, b, and p) in all positions of
words with 80% accuracy.
 AR will improve her ability to say bilabial sounds (m, b, and
p).
Things to consider…
 If someone else measures, will they get the same results?
(reliability)
 Who is going to measure?
 Will the person measuring be able to do the measurement as
stated without disrupting routine or without undue burden?
 Have you dictated a specific strategy or procedure? Forcing
clinician to DO it your way?
Verbs that refer to measurable behaviors
(Refer to Verbs Associated with Bloom’s Taxonomy)
Word or Sound
Production
 Use strategy
 Produce
 Retell
 Name
 Write
 Rhyme
•
•
•
•
•
•
Say
Repeat
Recall
Ask
Request
Comment
Word or concept
comprehension
 Point
 Identify
 Sort
 Match
 Blend
 Place/Put
 Describe
 Look
Meyer, S. M. (1998). Survival guide for the beginning speech-language clinician. Aspen Publication:
Gaithersburg, MD.
Verbs that are not measurable
 Understand
 Think
 Learn
 Improve
 Know
 Remember
 Comprehend
 Discover
 Demonstrate
Attainable Goals & Objectives
 IFSP/IEP goals are typically written for 1 year, but objectives should
be easy for the child to achieve within 2 to 4 months, so children and
families can celebrate success & receive positive progress reports.
 Parents or other team members might suggest a long-term goal, your
job is to break it down into achievable objectives.
 Baseline data is used to determine where to begin.
 Client response to treatment might suggest how objectives should be
organized
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.
Zone of Proximal
Development
Vygotsky, L. (1978). Interaction between Learning and Development (pp. 79-91). In Mind in Society. (Trans. M. Cole).
Cambridge, MA: Harvard University Press.
Routine-Based Goals & Objectives
 Goals should be written to increase the child’s
success in the context of daily routines & activities
 Functional, meaningful
 Example?
Tied to a Functional Priority
 Client needs/beliefs/values (EBP pillar)
 Goals should be derived from family members & 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 family and school settings to describe actual events.
Color coding
 Given
(context)
 XX will improve (domain change)
 By (doing what specific behavior?)
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with (x/10, %) accuracy (or by sustaining behavior for durations or intervals)
in (acad, functional, community) settings
in the presence of
(high to low) cues
across (2-3) sessions (?consecutive)
as measured by
(clin, obs, tchr)
Group Example for LTGs and STOs
(School-Age Context)
Speech Sound Disorders (Example): Remediating /r/
production
Language Disorders (Example): Story Grammar
Elements
Social Skills (Example): Topic Maintenance