This is the third in a series so if you haven’t read these blogs you may want to in order to give yourself a complete picture.
Developing goals is a constant process of evaluating student performance, consulting research to determine best practice and then deciding on what exactly do you want the student to do and how will you measure it AND is it important for the student to learn.
Here are some great goals developed this semester: Please note the names of the student have been changed to protect their privacy and the student clinicians names have been added if they have given me permission to add them.
Social Emotional Goals/ Approaches to Learning
| Baseline level of performance: Polly had difficulty transitioning into and out of the therapy room. Polly required assistance from her mother coming into the therapy room on 1/30/2015 and refused to leave after the session. |
| Goal: By the end of the semester, Polly will improve her emotion regulation skills as evidenced by her ability to walk into and out of the therapy room independently using visual cues/support. |
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GOAL 3) Social Pragmatic Skills Baseline level of performance: Dougie was able to accurately give simple emotion words to match characters seen in videos with the use of the Emotion thermometer. (Words used: happy, scared, calm sad) |
| Goal: By the end of the semester, Dougie will increase his social pragmatic skills by increasing his emotion-based vocabulary knowledge as evidenced by correctly identifying more complex emotions and rating the emotions on an intensity scale ( 5 point scale )with 80% accuracy. |
Expressive Language
| Baseline level of performance: During baseline exercises Polly used a visual organizer to produce the sentence “I see a (Color) + (Animal)” to increase MLU. Polly produced “I see a (Color) + (Animal)”, for 3/8 colors (37%) and 8/8 animals (100%). When prompted by the clinician Polly did verbal say each color independently of the sentence. |
| Goal: By the end of the semester, Polly will demonstrate an understanding of relational meanings in word combinations as evidenced by the use of descriptive concepts (numbers and colors) to verbally describe an object (modifier+object) with 80% accuracy over three consecutive sessions using visual support. |
Apraxia
Courtney Saucier did the below goals for a child with apraxia:
| Baseline: Matthew produced final /k/ accurately in single syllable words using imitation with cueing in 30/36 opportunities (80%) during his first session this semester.. |
| Goal: By 2/25/15, Matt will improve intelligibility as evidenced by accurate production of final /k/ in short phrases using imitation without cueing in 34/36 opportunities across two consecutive sessions. |
| Baseline: Matt produced final /d/ accurately in single syllable words using imitation without cueing in 33/36 opportunities during his first session this semester; while producing final /d/ accurately in 29/30 opportunities over three consecutive sessions last semester. |
| Goal: By the end of the semester, Matt will improve intelligibility as evidenced by accurate production of final /d/ in short phrases using imitation without cueing in 19/20 opportunities across three consecutive sessions. |
| Baseline: Matt produced initial /f/ accurately in single syllable words using imitation without cueing in 36/36 opportunities during his first session this semester; while producing initial /f/ accurately in 35/36 opportunities over three consecutive sessions last semester. |
| Goal: By the end of the semester, Matt will improve intelligibility as evidenced by accurate production of initial /f/ in short phrases using imitation without cueing in 19/20 opportunities across three consecutive sessions. |
| Baseline: Matt inaccurately produced medial and final [g] during administration of the GFTA-2 Sounds-in-Words subtest. He produced it accurately in the initial position, showing that he does have the [g] sound. |
| Goal: By the end of the semester, Matt will improve intelligibility as evidenced by accurate production of final /g/ at the word level using imitation without cueing in 34/36 opportunities across three consecutive sessions. |
Articulation
| Baseline level of performance: Betsy had 78% accuracy for medial, and final position /IRE/ in words, phrase, and sentence level. |
| Goal: By the end of the semester, Betsy will increase articulation skills as evidenced by producing /IRE/ sound in the medial and final position at the word, phrase, and sentence level with 90% accuracy. |
| Baseline level of performance According to The Entire World of R, appropriate target goals are those that fall between 50 and 80% accuracy using the Advanced Screening. Therefore, phoneme /ar/ (e.g., “arm”) which SC approximated with 66% accuracy, will be targeted this semester. |
| Goal:. SC will improve articulation skills as evidenced by her ability to correctly produce phoneme /ar/ (e.g., as in the word “arm”) in the initial position with 75% accuracy across 2 consecutive sessions. |
This student did an excellent job of putting information in the baseline level as it will assist those that read it in knowing why a particular goal was chosen.
| Baseline level of performance: According to The Entire World of R, appropriate target goals are those that fall between 50 and 80% accuracy using the Advanced Screening. Therefore, phoneme /er/ stressed (e.g., “person”) which Sally approximated with 77% accuracy, will be targeted this semester |
| Goal: Sally will improve articulation skills as evidenced by her ability to correctly produce phoneme /er/ stressed (e.g., as in the word “person”) in the medial position with 85% accuracy across 2 consecutive sessions. |
| Baseline level of performance According to The Entire World of R, appropriate target goals are those that fall between 50 and 80% accuracy using the Advanced Screening. Therefore, phoneme /or/ (e.g., “thorn”) which Sally approximated with 66% accuracy, will be targeted this semester |
| Goal: Sally will improve articulation skills as evidenced by her ability to correctly produce phoneme /or/ (e.g., as in the word “thorn”) in the initial position with 75% accuracy across 2 consecutive sessions. |
Courtney Saucier made the following goals for a student with a very mild articulation problem.
| Baseline level of performance: Jenny produced /s/ in final position in 86% of attempts during her first session this semester at the word, phrase, and sentence level. Due to the mild nature of her articulation errors, the sentence level was chosen as her goal for this semester. |
| Goal: By the end of the semester, Jenny will improve intelligibility as evidenced by accurate production of /s/ in final position at the sentence without cuing with 90% accuracy. |
| Baseline level of performance: Jenny produced /s/ in initial position accurately in 84% of attempts during her first session this semester at the sentence level. |
| Goal: By the end of the semester, Jenny will improve intelligibility as evidenced by accurate production of /s/ in initial position at the sentence level without cuing with 90% accuracy. |
Listening Comprehension/ Story Grammar
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GOAL 4) Listening Comprehension Baseline level of performance: Sean exhibited competence in identifying characters and setting of stories. Sean exhibited trouble identifying the main concepts of a story and predicting what will happen next in a story. |
| Goal: Sean will increase narrative development skills (using Story Grammar Marker) by demonstrating competency in the descriptive sequence (e.g., character and setting) and the action sequence (attempted plan) during joint readings with 60% accuracy. |
Writing
| Baseline level of performance: Sean literally interpreted the instructions, “Write a sentence about this picture using a preposition” by proceeding to attempt to write “A preposition.” Sean responded to the Framing Your Thoughts approach by writing the sentence, “3 people are sledding down the mountain.” |
| Goal: By the end of the semester, Sean will improve writing skills by writing a sentence (using Framing Your Thoughts) about a picture with a preposition with 80% accuracy over three consecutive sessions. |
