Thursday Targeted Training Objectives: Scheduling and Collecting Data Stacy L. Nonnemacher, Ph.D. Senior Clinical Consultant

Agenda Goals and writing objectives Strategy to schedule objectives Collecting progress data towards objectives Reporting progress on objectives

Writing objectives

Case Study John lives with his parents His priorities are Full time, competitive employment Live in his own apartment Have a girlfriend Friends outside of the family

Writing Objectives (Case Study) Goal Phrase: Relationships Goal Statement: John will develop peer relationships within his community Concerns Related to the Goal: John does not interact with other persons in his community yet he wants friendships. He usually only frequents a bookstore. Objectives: Q1. When at the bookstore, John will greet the owner (e.g., hi, hello), Rich without prompting 4/5 visits. Q2. When at the bookstore, John will start one conversation with the owner, Rich (using rehearsed conversation starters) without prompting 1 time per visit.

Writing Objectives (Case Study) Goal Phrase: Independent Living Goal Statement: John will increase his household skills (meal prep and chores) in preparation for living in his own apartment Concerns Related to the Goal: John has always relied on his parents to make meals and has never been expected to complete chores in the home. Objectives: Q3. One time per week, John will follow a task analysis to prepare a Crock- pot dinner with 80% independence for one quarter. Q4. One time per week, John will complete the list of chores given to him by his mother with only one prompt to initiate tasks for 3 consecutive weeks.

Writing Objectives (Case Study) Goal Phrase: Employment Goal Statement: John will increase his work experience through volunteering and exploring desired job outcomes through job assessment Concerns Related to the Goal: John has no job experience and would need guidance to explore jobs within his desire to be a bookstore owner Objectives: Q5. Twice per week, John will promptly arrive at the bookstore, ask for job duties, and complete job duties with no prompts (i.e., 100% independence) for at least 3 months. Q6. One time per week, John will engage in/attend job tryout without canceling or refusing for all job tryouts until job assessment is considered complete.

Case Study John receives 20 hours/week of Community Inclusion service Job Assessment service (anticipating Job Finding and Supported Employment) Supports Coordination

Writing Objectives

Submitting Objectives Condition Behavior Criteria When at the bookstore, John will greet the owner (e.g., hi, hello), Rich, without prompting 4/5 visits. One time per week, John will complete the list of chores given to him by his mother with only one prompt to initiate tasks for 3 consecutive weeks. Twice per week, John will promptly arrive at the bookstore, ask for job duties, and complete job duties with no prompts (i.e., 100% independence) for at least 3 months. SCs have been trained to review objectives and may send them back to you! Are they formatted correctly?? Do they meet BAS requirements of an objective? Do they meet the intention of the goal?

Scheduling Objectives Curriculum Matrix Scheduling Objectives

What is a CM? A quick glance at a person’s schedule and a guide to implementing objectives Keeps all person’s supporting the participant on track and focused on that participant’s objectives A CM can be used as a daily schedule or weekly schedule dependent on the variation of a person’s activities

John’s Weekly CM Q1 Greet Q2 Start Convo Q3 Crock Pot Q4 Chores Q5 Q6 Volunteer Q6 Job tryout Mon Collect Data Tues In Home Role Play Practice Wed Job Tryout Thurs Fri

Collecting Progress Data Data Collection

How do we collect data? Depends on skill… Task analysis (chained task or routine): when a skill can be broken down into multiple steps Used for skills that are not in repertoire Used for skills that CAN be broken into smaller steps Discrete Instance/Trial: when a skill can be defined in a distinct behavior Can be determined with or without prompts Good for self-management

Case Study: Task Analyses Q3. One time per week, John will follow a task analysis to prepare a Crock-pot dinner with 80% independence for one quarter. Q5. Twice per week, John will promptly arrive at the bookstore, ask for job duties, and complete job duties with no prompts (i.e., 100% independence) for at least 3 months. TASK ANALYSIS

Case Study: Discrete All other objectives can be collected discretely indicating level of independence (i.e., what prompts were needed) CURRICULUM MATRIX

Reporting Progress on Objectives a.k.a Quarterly Reports

Quarterly Reports Reflective of participant’s progress towards objectives Focus should be on Criteria set Consolidation of data (i.e., progress towards criteria) Decision based upon progress (or lack thereof)

In a nutshell….

Team Coordination Who “owns” the objectives (i.e., who will be collecting and reporting on the objective)? Who will be implementing the objectives? How is data collected? Objectives are the minimum expectation (Skills can be practiced above and beyond what is set forth), but what is written is what needs to be monitored re: progress

SCHEDULE (practice and data trials) GOALS OBJECTIVES INSTRUCTION SCHEDULE (practice and data trials) IMPLEMENT COLLECT DATA REPORT DATA IT’S A FLUID PROCESS….