Determining measurable goals

To figure out what goals to target and how many, consider areas of deficits: following ___________, answering __________, v__________, p___________, _____________ length, _____________ structures

directions, questions, vocabulary, pragmatics, sentence, grammatical

To figure out what goals to target and how many,, you must also consider how much _____ you have

time

Components of all measurable goals:

1. _______________: behavior must be measurable

2. ____________/__________: amount of cueing, level of linguistic complexity, setting, etc.

3. ___________: quantitative measures, time-bound, statement of functionality requires in some settings

performance, condition/quality, criterion

Components of all measurable goals:

1. Performance: ___________ must be measurable

2. Condition/quality: amount of _______, level of linguistic ________, s_________, etc.

3. Criterion: __________ measures, t___-____, statement of __________ requires in some settings

behavior

cueing, complexity, setting

quantitative, time-bound, functionality

SMART goals

S:

M:

A:

R:

T:

Specific

Measurable

Attainable

Realistic

Time bound

SMART goals

S - specific _________ behavior/modality addressed

observable

SMART goals S - specific

Observable:

a_______

r____

l____

im_____

in_____

make _______

dem_________

n____

p____

m_______

des_____

answer

retell

label

imitate

initiate

make choice

demonstrate

name

point

maintain

describe

SMART goals S - specific

Observable is NOT:

C_________

Le_____

Li______

comprehend

learn

listen

SMART goals

M - Measurable:

1. F____________ OR

2. D_________ OR

3. A_______

frequency

duration

accuracy

SMART goals

A - Attainable for ____ period

time

SMART goals

R - Realistic for ______ and time period

client

SMART goals

T - Time bound for X ____ collection periods

data

Goal breakdown #1

Performance: _____ a familiar story

Condition/quality: with a ____ beginning, middle, and end using ___________ time words

Criteria: in 80% of opportunities for 4 data _________ periods to improve language _____________

retell

clear, connecting

collection, formulation

Goal breakdown #2

Performance: __________ questions

Condition/quality: using __________ grammatical structure

Criteria: given a _____ within a __________ activity in 70% opportunities for 4 data collection periods to increase ____________ communication in the home

formulate

correct

model, structured, functional

Clinical vs educational model

Clinical: follows a d_____________ progression

Educational: goals support child's ability to access the c__________ and is there an educational ____ for each goal

developmental

curriculum, need

Clinical model

- varies based on ___________

- 1-2 standard deviations _____ the mean

- _________ evaluation

insurance

below

informal

Educational model

- requirements can vary between d_____ and s____

- __________ data

- standardized scores 1.5 standard deviations below the ____

- districts, states

- informal

- mean

Educational need: will their education or ability to ______ the curriculum by negatively ___________?

access

impacted

Where to start?

- Where are their d______?

- What's f_____________?

- Think a step up from where they are functioning ____________

- Move d_____________

- Consider _____________ skills needed to achieve that age-appropriate skill

deficits

functional

independently

developmentally

foundational