1. Goal Writing School of Occupational Therapy

2. Objectives of Goal Writing Module Appreciate the differences between long-term goals and short-term goals Understand and integrate the basic components of a well written objective/goal. Identify 4 different goal format writing strategies. Utilize goal writing principles to begin writing effective goals in different settings. Appreciate the differences in goal writing between various settings. Analyze goals and develop goals for each format strategy.

3. Learn/Assignments/Evaluate Read Chapter 15 in Sames Template Review the pptx for key points Identify the parts of the goal that respond to four (4) different goal formats Identify the parts of the goal that correspond to the letters Example: The client will prepare a complete meal independently on 3 consecutive days within the next week (ABCDE). Write a goal statements for a set of cases using the format Example: Write a goal statement using the ABCD format for the following case….. Take quiz

4. General Concepts for Goals Writing Goals (LTG and STG) are used in different ways for different purposes and several of your classes will offer you greater insight into using goals and objectives in specific instances. Writing useful goals/objectives is a professional and technical skill that is worth developing OT has the primary responsibility for development of intervention plans and goal setting-OTA may assist Model of intervention and type of setting in which you practice will also determine the appropriate frame for your goals. Established in collaboration with client/client’s family Your goal should demonstrate consistency between the model of practice/frame of reference and the wording of the goal. Intervention approaches can be used to help determine the direction a goal will take.

5. Four Key Elements of Goals Performance-based Goals reflect what the client is expected to do. This expectation should be stated in an objective, observable behavior, such as, “The client will be able to lift her infant son three times from the floor to the changing table.” Detailed The criteria should reflect what level of performance is required to meet the outcome, such as “The client will be able to lift her infant son three times from the floor to the changing table using proper body mechanics.” Conditions The conditions under which the client should be able to perform the goal are described. The conditions should specify when, where, how, or under what circumstances the goal is to be achieved. An example would be, “The client will be able to lift her infant son three times from the floor to the changing table using proper body mechanics without verbal cueing from the therapist.” Time Frame The time frame in which the client is expected to achieve the goal should be established and documented. Using the current example, the goal would read, “the client will be able to lift her infant son three times from the floor to the changing table using proper body mechanics without verbal cueing from the therapist in 2 weeks.

6. Goals Long Term Goal A goal is an overarching principle that guides decision making. Overarching goals that guide intervention When met they will determine the time to discontinue therapy Varies by setting Short Term Goal STG are specific, measurable steps that can be taken to meet the LTG. Specific period of time Shift in leading up to LTG accomplishment May be called an objective

7. Six Potential Outcomes for Goals OTPF Intervention Approach Goal Direction Restorative (rehabilitative or remediation Restore previous occupational performance HabilitativeTeach new occupational performance skills MaintenanceKeep current occupational performance skills Modification (compensation or adaptive) Change contexts or activity demands to enable occupational performance PreventativePrevent occupational performance deficits from developing Health PromotionEnrich or enhance occupational performance skills

8. Goal Elements Use of action verbs Describe change (except maintenance goals) State who will do the goal (Client will) State what or how an occupation will be changed Specific behaviors that can be seen are typically listed Amount of change to be achieved All formats of goal writing are acceptable, there is no ONE best format.

9. Taxonomy of Cognitive Objectives These stages can be useful when writing your goals and objectives. CategoryDescription KnowledgeAbility to recall previously learned material. ComprehensionAbility to grasp meaning, explain, restate ideas. ApplicationAbility to use learned material in new situations. AnalysisAbility to separate material into component parts and show relationships between parts. SynthesisAbility to put together the separate ideas to form new whole, establish new relationships. EvaluationAbility to judge the worth of material against stated criteria.

10. Action Verbs Use action verbs to help you start the goal writing process. Review the action verbs on page 141 in your SAMES textbook There is also a great list of verbs to AVOID on page 142 in SAMES textbook On page 159 of the SAMES textbook you will also find a list of descriptive words to use with progress notes.

11. Measuring Change Ways to Measure ChangeExamples Frequency or consistencyPercentage, consistency DurationTime, number of repetitions AssistanceIndependent, Minimum, moderate, maximum, standby, set-up, adaptive equipment, verbal cues/prompts, physical cueing, Quality of performanceNumber of errors, accuracy, amount of on-task behavior, pain perception, adherence to safety precautions Level of complexityAmount of instruction, number of steps in the process, cognitive level, multitasking ParticipationAttend, engage, initiate, transition, interaction, adapt to environmental signals or social cues, obtain equipment or tools OtherExpress, task completion, variety of environments, level of cooperation

12. Goal Formats ABCD(E)COASTRHUMBASMART AudienceClientRelatesSignificant BehaviorOccupationHow longMeasurable ConditionAssistance levelUnderstandableAchievable DegreeSpecific conditionMeasurableRelated Expected timeTimelineBehavioralTime-limited Achievable