Goals and Intervention

Question 1

Language intervention

Answer 1

• any intentional action that aims to extend a child’s language skills or behaviours beyond what would occur naturally

Question 2

Possible Interventions

Answer 2

• Repeated opportunities for target practice
• intense focus across practice sessions
• systemic support
• explicit focus on selected skills- identified goals

Question 3

Measurable Learning Outcomes (SMART Goals)

Answer 3

• timeframe: end of marking period
• condition: during circle time
• behavior: will decode 80% of words in a sentence
• criterion: 4/5 trisl

Question 4

PLAAFP

Answer 4

• be stated in terms that are specific, measurable, and objective
• describe the current performance
• describe the effect of the disability on the child’s progress in appropriate activities
• prioritise and identify needs that will be written as goals
• identify strengths as they relate to possible interventions
• provide baseline data for each need
• set the measurement method for each goal
• be 1-3 sentences long

Question 5

PLAAFP cont.

Answer 5

• a brief and understandable narrative accurately describing the child’s performance in all areas of education and functional activities that are affected by the child’s disability
• connects assessment and the goal/intervention processess
• focus is on what the child CAN do
• NOT a repeat of the diagnostic evaluation

Question 6

PLAAFP includes evidence from..

Answer 6

• curriculum based assessments
• observations in authentic activities
• language samples
• checklists
• word samples/portfolios

Question 7

Common Core State Standards (CCSS)

Next Generation Science Standards (NGSS)

Answer 7

• part of No Child LEft Behind Act: aligned IDEA reauthorization required IEP goals to align with CCSS as a means of ensuring that goals are academically oriented and aligned with curricular standards
• national standards adopted by most states for what children will know or be able to do by a certain grade
• publicly available, organized by grade, fairly specific

Question 8

IEP GOALS

Answer 8

• ## must be measurable

Question 9

Adequate progress meaningful goals…

Answer 9

• share data with parents, teachers, and child
• link goals to curriculum
• show regular progress towards goals
• revise IEP or therapy techniques if progress is not adequate

Question 10

What makes a good progress monitoring measure?

Answer 10

• sensitive- you can see incremental progress easily
• brief, east to administer and score
• valid- measures skills of interest
• reliable - consistent over time
• relevant to intervention

Question 11

Progress monitoring

Answer 11

• need at least on behavior to count
• need a method for counting
• need to decide on # of measurements
• need a method to record what you have counted
• consider item difficulty, stimulability, and cueing

Question 12

5 Steps to Curriculum Based Intervention

Answer 12

1. Determine: determine what are the core curricular objectives
2. Identify: identify the treatment targets
3. Match: Match evidence-based intervention strategies to the targets
4. Plan: plan how to adapt the curricular instruction to incorporate the targets
5. Implement and Verify: Implement and verify you have high quality instruction and intervention