Functional Goals and Intervention Planning

Question 1

goal setting: after assessment has been completed, determine priorities based on

Answer 1

1. client’s needs
2. client’s performance on assessments

Question 2

goal setting based on client’s needs in these categories

Answer 2

• communication
• social
• educational
• vocational

Question 3

goal setting based on client’s performance on assessments

Answer 3

• strengths and weaknesses
• error analysis
• stimulability

Question 4

what is so SMART about goals?

Answer 4

Specific
Measurable
Attainable
Realistic
Time-bound

Question 5

goals need to be specific

Answer 5

• the goal does not need to be broad
• it needs to be specific enough so that teens can focus their efforts and clearly define what they are going to do

Question 6

goals need to be measurable

Answer 6

• when they can measure a goal, they see changes occur
• youth will also be able to stay on track and have better success

Question 7

goals need to be attainable

Answer 7

• if they set a goal that is too far out of their reach, then they will not commit to it for long
• attainable goals help develop attitudes, abilities and skills if they are important

Question 8

goals need to be realistic

Answer 8

• set the bar high enough for a satisfying achievement
• it must require some effort

Question 9

goals need to be time-bound

Answer 9

• short term goals can be broken down into actions to achieve over a short period of time
• long term goals can be broken into time-based short term goals over longer periods

Question 10

long term goals

Answer 10

• drawn from assessment data
• broad change in behavior to be achieved during therapy
• does not need to be measurable
• may vary depending on the type of treatment/services you anticipate your client will need

Question 11

long term goals do not need to be measurable

Answer 11

once achieved, may justify treatment ending

Question 12

LTG example: adult with aphasia

Answer 12

The client will utilize multiple communication modalities (speech, gesture, picture book) to maximize his communication effectiveness.

Question 13

LTG example: adult with TBI

Answer 13

The client will utilize functional communication effectively with his family to express wants and needs.

Question 14

LTG examples: child with language and speech disorder

Answer 14

• The client will use age appropriate conversational skills while communication at home, school, and in the community.
• While conversing, the client will use correct aritculation and rate to increase speech intelligibility.

Question 15

purpose of STGs

Answer 15

help client progress to the LTG

Question 16

what are the components of behavioral objectives?

Answer 16

• “do” statement
• condition
• criteria

Question 17

observable behavior

Answer 17

• measurable words say what you will see when the student has accomplished the skill
• do not use words that you cannot quantify
• identifies the action the client is to perform

Question 18

observable behavior: measurable words say what you will see when the student has accomplished the skill

Answer 18

action words

Question 19

observable behavior: do not use words that you cannot quantify

Answer 19

should contain verbs that are observable (can count)

Question 20

observable behavior: identifies the action the client is to perform

Answer 20

the words ‘increase’ or ‘improve’ can only be quantified IF you have clearly stated baseline level and a clearly stated ending level

Question 21

“do” statement

Answer 21

• point, label, repeat, say, match, write, name, ask
• do NOT use understand, know, learn, comprehend, discover, think, feel

Question 22

condition

Answer 22

• circumstances that affect the performance of the skill which can involve
• conditions clarify what the performance of the skill should look like
• if the skill is to wrap a birthday present, the conditions would clarify what Is acceptable

Question 23

condition: situation in which target is to be performed

Answer 23

• context/location of performance (in the lunchroom, in the general education classroom, in the therapy room)
• materials provided (a story starter, a prompt)
• format (role play scenario, working in small group)
• in whose presence
• cues or prompts provided

Question 24

condition: if the skill is to wrap a birthday present the conditions would clarify what is acceptable

Answer 24

• using wrapping paper
• using a gift bag
• with the help of another person

Question 25

examples of condition

Answer 25

- given a writing prompt - in a small group or 1 to 1 setting - following multi-step verbal directions - during conversations with peers and adults - in response to a question - following a clinician's model

Question 26

criteria

Answer 26

how well target must be performed for objective to be achieved

Question 27

criteria: how well target must be performed for objective to be achieved

Answer 27

- 80% accuracy over 3 consecutive observations - 7 correct trials out of 10 over 4 weeks - 3 out of 5 random samples each 9 weeks - 4 out of 5 opportunities based on teacher observation and/or data collection over 3 consecutive observations - 80% of trials based upon random data collection ever 9 weeks - fewer than 2 errors in 10 minute conversation

Question 28

types of criteria

Answer 28

1. grade or age level 2. rate 3. time 4. percentage 5. descriptive statement

Question 29

1. grade or age level criteria

Answer 29

- numerical description of established (name source) grade or age progression - use with established content or developmental sequence

Question 30

example of grade or age level criteria

Answer 30

The client will correctly identify the main idea and 4 important facts/details after reading a 4th grade level paragraph with 75% accuracy given minimal cueing.

Question 31

non-example of grade or age level criteria

Answer 31

The client will read at 3.2 grade level.

Question 32

2. rate criteria

Answer 32

- compares umber of correct responses to total number of possible responses - use when the skill must be demonstrated multiple times to ensure mastery

Question 33

example of rate criteria

Answer 33

The client will correctly produce /s/ blends in 4 out of 5 opportunities during oral reading with moderate cueing.

Question 34

non-example of rate criteria

Answer 34

The client will correctly produce /s/ blends during oral reading.

Question 35

3. time criteria

Answer 35

- pace or time limits within which the behavior must be performed - use when time parameters are important to skill performance

Question 36

example of time criteria

Answer 36

The client will write correct answers to 5 reading comprehension questions in 10 minutes with minimal cueing.

Question 37

non-example of time criteria

Answer 37

The client will write answers to 5 readings comprehension quickly.

Question 38

4. percentage criteria

Answer 38

- describes a part of a quantified (measurable) set or "whole" - use to compare number of items or occurrences relative to the measurable whole amount

Question 39

example of percentage criteria

Answer 39

The client will express his needs in 80% of the opportunities during 10 randomly scheduled 15 minute observations in classroom situations during a week.

Question 40

non-example of percentage criteria

Answer 40

The client will express his needs with 80% accuracy.

Question 41

5. descriptive statement criteria

Answer 41

- states expected quality of results in clean, objective language - use to provide explicit information about the nature of the expected performance

Question 42

example of descriptive statement criteria

Answer 42

The client will independently initiate his own leisure activities at school and in the community at least 2 times a week by inviting a friend to participate with him in an activity or by asking the friend to attend an event.

Question 43

non-example of a descriptive statement criteria

Answer 43

The client will be involved in school and community leisure activities.

Question 44

example 1: The client will independently request objects from the clinician during facilitative play using intelligible speech for 8 of 10 opportunities over 4 sessions. what is the "do" statement

Answer 44

The client will request objects from the clinician

Question 45

example 1: The client will independently request objects from the clinician during facilitative play using intelligible speech for 8 of 10 opportunities over 4 sessions. what is the condition?

Answer 45

during facilitative play using intelligible speech

Question 46

example 1: The client will independently request objects from the clinician during facilitative play using intelligible speech for 8 of 10 opportunities over 4 sessions. what is the criteria?

Answer 46

for 8 of 10 opportunities

Question 47

example 2: The client will idependently follow 3 step directions (presented orally) in the correct time/order sequence with 80% accuracy over 3 consecutive sessions. what is the "do" statement?

Answer 47

The client will follow 3 step directions (presented orally) in the correct time/order sequence

Question 48

example 2: The client will independently follow 3 step directions (presented orally) in the correct time/order sequence with 80% accuracy over 3 consecutive sessions. what is the condition?

Answer 48

idependently

Question 49

example 2: The client will independently follow 3 step directions (presented orally) in the correct time/order sequence with 80% accuracy over 3 consecutive sessions. what is the criteria?

Answer 49

with 80% accuracy over 3 consecutive sessions

Question 50

example 3: The client will independently and correctly produce target phonemes /t, d, k, g/ in all phonemic positions of words with 80% accuracy over 3 consecutive sessions. what is the "do" statement?

Answer 50

The client will correctly produce target phonemes /t, d, k, g/ in all phonemic positions of words

Question 51

example 3: The client will independently and correctly produce target phonemes /t, d, k, g/ in all phonemic positions of words with 80% accuracy over 3 consecutive sessions. what is the condition?

Answer 51

independently

Question 52

example 3: The client will independently and correctly produce target phonemes /t, d, k, g/ in all phonemic positions of words with 80% accuracy over 3 consecutive sessions. what is the criteria?

Answer 52

with 80% accuracy over 3 consecutive sessions

Question 53

sequencing of therapy targets: logical sequence of steps to accomplish each goal

Answer 53

- stimulus type (nature of input to elicit response) - task mode (amount of clinician support) - response level (degree of difficulty of target)

Question 54

stimulus type (nature of input to elicit response)

Answer 54

- physical manipulation - concrete symbols (e.g. objects, photographs, lin drawings) - abstract symbols (e.g. oral language, written language)

Question 55

task mode (amount of clinician support)

Answer 55

- imitation - cue/prompt - spontaneous

Question 56

response level (degree of difficulty of target)

Answer 56

- length and complexity (e.g. isolation, syllable, word, phrase, etc.) - time between stimulus presentation and response - increasing consistency: 2 consecutive sessions, 4 consecutive sessions - increasing criterion: 75%, 80%, 90% - increasing context difficult: syllable, word, phrase, sentence, conversation

Question 57

example 1: the client will imitate /s/ in the initial position of single syllable words with 90% accuracy while naming 20 written words. what is the stimulus type?

Question 58

example 2: The client will spontaneously produce /s/ in the initial position of single syllable words with 90% accuracy while naming 20 pictorial objects. what is the task?

Question 59

example 3: The client will imitate /s/ in the initial position of words in carrier phrases with 90% accuracy in response to 20 pictorial objects. what is the response?

Question 60

example, sequencing targets, long-term goal

Answer 60

The client will produce intelligible speech during conversational exchanges to maximize communicative effectiveness.

Question 61

example, sequencing targets, short-term goals

Answer 61

The client will independently and correctly produce /s/ in isolate with 80% accuracy over 3 sessions - in syllables, words, phrases, sentences, conversation in therapy, conversation with family, conversation in classroom