1. Goal Writing
School-Age Speech & Language Clinic October 10th, 2016: Adapted from 2015 practicum Lecture

2. Agenda Goal Writing LTG vs STO SMART acronym Types
Color coded template
Practice

3. 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?

4. 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

5. 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, s-blends) 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, s-blends) 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, s-blends) 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, s-blends) 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.

6. 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).

7. 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.

8. 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,

9. Measurable Goals and Objectives should be… Which is better and why?
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).

10. 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?

11. 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
Blend
Describe
Word or concept comprehension
Point
Identify
Sort
Match
Place/Put
Look
Say
Repeat
Recall
Ask
Request
Comment
Meyer, S. M. (1998). Survival guide for the beginning speech-language clinician. Aspen Publication: Gaithersburg, MD.

12. Verbs that are not measurable
Understand
Think
Learn
Improve
Know
Remember
Comprehend
Discover
Demonstrate

13. 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 ). Longmont, CO: Sopris West Educational Services.

14. Zone of Proximal Development
Vygotsky, L. (1978). Interaction between Learning and Development (pp ). In Mind in Society. (Trans. M. Cole). Cambridge, MA: Harvard University Press.

15. Routine-Based Goals & Objectives
Goals should be written to increase the child’s success in the context of daily routines & activities
Functional, meaningful
Example?

16. 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.

17. Color coding Given (context) XX will improve (domain change)
By (doing what specific behavior?)
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)

19. 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