Strategy 6 Writing Functional Goals All Goals should

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Strategy # 6 Writing Functional Goals

Strategy # 6 Writing Functional Goals

All Goals should lead to achievement of the 3 accomplishments we want for every

All Goals should lead to achievement of the 3 accomplishments we want for every student: Independence—Functioning on one’s own without support Engagement. Goal Directedness, Attention and Participation Social Competence—Positive, reciprocal and rewarding interactions

Defining Terms Outcomes: long-term visions “I wish Carla would play with other kids more…she’s

Defining Terms Outcomes: long-term visions “I wish Carla would play with other kids more…she’s by herself a lot…”

Defining Terms Long Term Goal Carla will use verbal communication to initiate and sustain

Defining Terms Long Term Goal Carla will use verbal communication to initiate and sustain interactions with familiar peers at least 5 times daily in a variety of play and classroom routines

Defining Terms Short Term Objective Carla will use words to ask a peer to

Defining Terms Short Term Objective Carla will use words to ask a peer to play given an adult model or prompting 2 times in each of 3 play routines daily

Functional Goals Need to address behaviors that • Can be achieved in the relatively

Functional Goals Need to address behaviors that • Can be achieved in the relatively near future • Can occur in both routine and planned activities • Can be found in individual or small group activities • Can be found across curriculum areas • Can occur across settings and materials • Can occur in a variety of environments • Can be done independently as well as with adult direction

Functional Long Term Goals • Reflect the priorities identified in the routines based interviews

Functional Long Term Goals • Reflect the priorities identified in the routines based interviews and other assessments • Are necessary for successful functioning in existing routines • Are sensitive to the child’s changing needs

So, not this…

So, not this…

Functional Long Term Goals • Indicate the reason for the goal is necessary (in

Functional Long Term Goals • Indicate the reason for the goal is necessary (in order to…) • Are respectful of diverse cultures and backgrounds • Are achievable in the near future • Focus on success in current environments

Functional Long Term Goals • Are specific enough so everyone knows what is being

Functional Long Term Goals • Are specific enough so everyone knows what is being worked on • Are general enough so that the skill can be displayed in a variety of routines and environments • Are worded in a way most ordinary people would understand • Are ones in which all can be invested

Example of Goal Statements Good: Sara will use both of her hands when playing

Example of Goal Statements Good: Sara will use both of her hands when playing with toys. Not so good…: Sara will improve her fine motor coordination.

Functional Short Term Objectives • Short term functional objectives must abide by all of

Functional Short Term Objectives • Short term functional objectives must abide by all of the criteria established for functional long term goals, but also meet additional standards for functionality, shorter term achievement and criteria for mastery.

Functional Short-term Objectives • Short term objectives are intermediate steps between the child’s present

Functional Short-term Objectives • Short term objectives are intermediate steps between the child’s present level of performance and the annual goal • Each long-range goal should have one to three short-term objectives

Functional Short Term Objectives • Relate to behaviors that the child can practiced throughout

Functional Short Term Objectives • Relate to behaviors that the child can practiced throughout daily routines and planned activities • Imply or state the reason the objective is important • Define behaviors that can be exhibited in a number of different ways.

Functional Short Term Objectives • Are compatible with existing environmental and person attributes •

Functional Short Term Objectives • Are compatible with existing environmental and person attributes • Specify what the child or family will do and not what staff members will do • State behaviors that are observable or audible

Functional Short-term Objectives Vocabulary for what the child will do… • • • Write

Functional Short-term Objectives Vocabulary for what the child will do… • • • Write Name Play Share Finish Draw Imitate Put away Say Move • • • Point to Look at Complete Count Choose/select Sequence Put on Find Cut Copy Sort

Functional Short Term Objectives • Contain the information necessary for monitoring progress including •

Functional Short Term Objectives • Contain the information necessary for monitoring progress including • needed supports • conditions • criteria

To clarify objectives The objective can contain the level of support needed to accomplish

To clarify objectives The objective can contain the level of support needed to accomplish the goal -the “Given…” statement

To clarify objectives They can contain the conditions under which the goal will be

To clarify objectives They can contain the conditions under which the goal will be accomplished • When given questions orally • During transition periods • When reading a story • Given adult models • When given a choice • Given picture cues • During circle time • When given a cup with a lid

To clarify objectives They should contain logical criteria on which they can be measured:

To clarify objectives They should contain logical criteria on which they can be measured: • Proportion of trials (3 out of 10) • Percentage of time (50%) • Percentage of accuracy (8 of 10 correct) • Time sampling (2 times a day) • Degree of independence (with minimal assistance) • Absolute number (to 3 peers)

To clarify objectives Use criteria for 3 stages of learning Acquisition Does the child

To clarify objectives Use criteria for 3 stages of learning Acquisition Does the child demonstrate the skill/behavior? 3 times a week Generalization Does the child demonstrate across times, places, people, situations, and materials? 3 times a week in classroom and on playground Maintenance Does the child demonstrate the skill/behavior for a long enough time? 3 times a week in classroom and on playground for 8 weeks

Example “During free play situations in the classroom and on the playground, Carla will

Example “During free play situations in the classroom and on the playground, Carla will independently ask a peer to join in his play 3 times a day. ”

5 Guiding Principles • Make the objective meaningful • Kim will hang up her

5 Guiding Principles • Make the objective meaningful • Kim will hang up her jacket on the hook with her name. • Make use of existing attributes • Kim likes to see her name in writing. • Evaluate outcomes meaningfully • Everyone is invested • Functionality • Kim will hang up her jacket once a day. • Kim’s family will use a hook at home for jackets. • Kim is currently dropping her jacket on the floor in a hurry, becoming upset when asked to return from free play to hang it up.

Functional Goals and Objectives: Third Party Payer Documentation Some third party payers will require

Functional Goals and Objectives: Third Party Payer Documentation Some third party payers will require more specific reflection of discrete skills within documented goals, so: • Write the “functional goal” first… • Then insert the discrete skill in a way that will satisfy documentation requirements, but keep the focus on function…

Functional Goals and Objectives: Third Party Payer Documentation • Outcome: “I want Marcus to

Functional Goals and Objectives: Third Party Payer Documentation • Outcome: “I want Marcus to be able to draw pictures of things – like mothers put up on their refrigerators at home…” • Long-term goal: Marcus will draw recognizable pictures of simple familiar objects or events, in the context of creative activities at home and at school with minimal adult support.

Functional Goals and Objectives: Third Party Payer Documentation Functional short-term objective: • Marcus will

Functional Goals and Objectives: Third Party Payer Documentation Functional short-term objective: • Marcus will use drawing and writing tools to copy lines and circles, in context of art/creative activities at school and at home, with minimal adult support

Functional Goals and Objectives: Third Party Payer Documentation Addressing a child capacity or skill

Functional Goals and Objectives: Third Party Payer Documentation Addressing a child capacity or skill factor: • Marcus will use drawing and writing tools to copy lines and circles, using left hand to stabilize his paper and functional grasp of writing tool with right hand, in context of art/creative activities at school and at home, with minimal adult support

Functional Goals and Objectives: Third Party Payer Documentation Identifying task adaptations as conditions of

Functional Goals and Objectives: Third Party Payer Documentation Identifying task adaptations as conditions of performance: • Given large diameter writing tools and adaptations as needed to stabilize paper, Marcus will use drawing and writing tools to copy lines and circles, in context of art/creative activities at school and at home, with minimal adult support

Functional Goals and Objectives • Outcome: “I wish Carla would play with other kids

Functional Goals and Objectives • Outcome: “I wish Carla would play with other kids more…he’s by himself a lot…” Long-term Goal: Carla will use verbal communication to initiate and sustain interactions with familiar peers at least 5 times daily in a variety of play and classroom routines Short-term Objective: Carla will use words to ask a peer to play given an adult model or prompting 2 times in each of 3 play routines daily