lecture 2: goals Flashcards
1
Q
define intervention
A
to come between/interrupt + make better
2
Q
what are the highest vs high vs lower priority intervention goals?
A
- highest: forms/functions used in 10-50% of required contexts
- high: forms/functions used in 1-10% of required contexts
- lower: forms/functions used in 50-90% of required contexts
3
Q
what are the 4 key considerations for designing goals?
A
- meet needs of disability
- meet educational needs of disability
- connect goals to learning/academic standards
- engage in goal adaptation
4
Q
whats the diff bw academic standards and classroom curriculum?
A
- academic standards: statements about content/capacity + performance
- classroom curriculum: details of plan of instruction to reach academic standards + links standards to assessment
5
Q
who makes academic standards vs classroom curricula?
A
- ministry of education, bigger entities
- districts
6
Q
how can you connect goals to academic standards? (5)
A
- assess
- determine needs
- discuss academic standards
- determine present performance relative to academic standards
- develop goals
7
Q
what are the 10 types of adaptations?
A
- environment (room, seating, materials)
- input (your presentation of materials)
- difficulty
- level of support
- participation
- size (amount of info)
- time (allotted to each task)
- alternative teaching opportunities (teach thru out the day)
- output (how can child respond etc)
- alternative goals
8
Q
what is the taxonomy for goal development? (4)
A
- goal
- teaching moment
- context (who, where, how etc)
- procedural issues (intensity, evaluation etc)
9
Q
what do SMART goals stand for?
A
- S: specific
- M: measurable (can count or observe behaviour)
- A/R: attainable/realistic
- T: timely (have a time frame)
10
Q
what are 3 components of a good goal?
A
- conditions (how/where task is performed)
- behavioral verb
- criteria (how well task is performed)
11
Q
what are some ways to measure a goal? (3)
A
- descriptive documentation
- single point/rubric
- collection of indicators
