1. Individual Treatment Plan Goal Writing
Fall 2015

2. The Initial ITP includes
Client’s background
Needed/current assessment results
Long-term goals (baseline data)
Short-term objectives (baseline data)

3. The Final ITP/PS includes
Client’s background (updated from Initial ITP)
Current assessment results (include any new results)
Long-term goals (baseline and progress for each goal)
Short-term objectives (baseline and and progress for each objective)
Comments and impressions of treatment progress
Recommendations
infoCDS

4. Writing SMART Goals & Objectives
Specific
Measureable
Attainable
Routine-Based
Relevant
Tied to Functional Priority
Time frame provided
Jung, L.A. (1997). Writing SMART objectives and strategies that fit the ROUTINE. Teaching Exceptional Children, 39, p54-58.

5. Specific Goals and Objectives
Write goals so that everyone involved with the client understands the target behavior
Describe the terms under which the client will reach the goal
supports, prompts, cues required for success
Which is better and why?
Dora will communicate better
Dora will indicate her preferred activity, interaction, or object by using a sign or word
When given a choice of two during familiar daily routines, Dora 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,

6. Measurable Goals and Objectives
Goals and Objectives should be…
Quantifiable to allow for documentation
Measurable without any additional information being required

7. Interrater Reliability
Who is going to measure?
If someone else measures, will this person get the same results? (interrater reliability)
Will the person measuring be able to
do the measurement as stated?
without disrupting routine or without undue burden?

8. Sample verbs that can be used in goals because they refer to behaviors that can be measured
Word or Sound Production
Word or Concept Comprehension
Name
Describe
Repeat
Ask
Comment
Say
Rhyme
Retell
Write
Request
Point
Identify
Place/Put
Look at
Match

9. Avoid these verbs because they refer to actions that aren’t observable
Understand
Think
Learn
Improve
Know
Remember
Comprehend
Discover
Demonstrate

10. Attainable Goals and Objectives
IFSP and IEP goals are typically written for 1 year
Objectives should be easy for the child to achieve within 2 to 4 months, so children and families can celebrate success and see progress.
Goals written for the clinic may be for one term or longer, depending on the needs of the client
Parents or other team members might suggest a long-term goal; your job is to break it down into achievable objectives.
Baseline data-where to begin?
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.

11. Routine-Based Goals and Objectives
Goals should be written to increase the child’s success in the context of daily routines and activities (i.e. not in the therapy room)

12. Tied to a Functional Priority
Goals should be derived from family members and 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 order to describe to his family what happened at school.

13. Skill
Is it Specific?
Attainable?
Routine-based
Is it Relevant?
Tied to functional priority?
Context
Task used for measurement
Linguistic complexity
Level of support?
Who will score/rate?
Measurement
Criteria – Are they Attainable?
Type of measure (e.g., frequency, percentage, ratings)
Time Frame
When will you expect goal to be met?
LTG: M will say the sounds “sh”, “ch”, “j” without distortion
while reading aloud and retelling a story
with 80% accuracy
over two
sessions in three months time.
STO 1.1: M will say “ch”, “sh”, “j” in all
word positions at the word level
given cues and prompts,
STO 1.2: M will say “ch”, “sh”, “j” in all word positions at the word level
given no cues and prompts

14. “An empowering goal would be one where the client’s voice is not only heard through the process but shapes it” (p. 982)
Hersh, D., Sherratt, S., Howe, T., Worrall, L., Davidson, B., & Ferguson, A. (2012). An analysis of the “goal” in aphasia rehabilitation. Aphasiology, 26(8), 971–984.