2. 2
Goals
• If you don’t know where you are going, how
will you know when you get there?
3. 3
What is a Goal?
• A goal communicates an intended result
4. 4
Goals should be:
• Measurable
• Attainable
• Positive
• Specific
• Also: Time-framed
5. 5
A Well-Written Goal Will Communicate 3
Pieces of Information
•What the person will do (behavior)
•Under what conditions the performance will
occur (condition)
•The acceptable level performance (criteria)
6. 6
Behavior
• What the person will do refers to the
behavior, performance, or action of the
person for whom the goal is written.
• In services for people with disabilities,
especially in the context of person-centered
services, behavioral goals should be stated in
positive, affirmative language.
7. 7
Condition
• Under what conditions the performance will
occur is the part of the goal that describes
the action of the staff person or staff
intervention.
• Specifically address what assistance the staff
person will provide, and/or what the staff
person will do (if anything) to see that the
behavior, performance, or action of the
individual occurs.
8. 8
Examples of Conditions/Interventions
• With assistance from a staff person . . .
• When asked . . .
• With suggestions from a team member . .
• With physical assistance . . .
• Given that Ellen has received instruction
9. 9
Examples of Conditions/Interventions
• Given that Jeremy has the phone book in
front of him . . .
• Without any verbal instructions . . .
• Given that a staff person has shown Jose
where the detergent is . . .
• With no suggestions or demonstrations
10. 10
Criteria
• Acceptable level of performance refers to
criteria. This means the goal must include a
description of how “achievement” will be
defined.
• In writing this part of the goal, always
consider how the person or the people who
know the person will define success.
Performance must be overt, that is, it can be
observed directly.
11. 11
Measurable Goals
• Measurable goals are most easily written by
using words that are open to few
interpretations, rather than words that are
open to many interpretations
12. 12
Words Open to Many Interpretations
• To know
• To understand
• To really understand
• To appreciate
• To fully appreciate
13. 13
Words Open to Many Interpretations
• To grasp the significance of
• To enjoy
• To believe
• To have faith in
• To internalize
14. 14
Words Open to Fewer Interpretations
• To write
• To recite
• To identify
• To sort
• To solve
15. 15
Words Open to Fewer Interpretations
• To construct
• To build
• To compare
• To contrast
• To smile
16. 16
Example Goal
• With staff assistance (this is the condition),
Marsha will choose her clothing, based on
the weather (this is the performance), five
out of seven days for the next three months
(this is the criteria).
17. 17
Example Goal
• Adam will identify places he can go in his free
time (performance), without any suggestion
from staff (condition), each Saturday morning
for the next three months (criteria).
18. 18
Example Goal
• With gentle, verbal encouragement from
staff (condition), Charles will not scream
while eating (performance), two out of three
meals, for five minutes each time, for the
next two months (criteria).
19. 19
Example Goal
• Given that Rosa has received instructions
(condition), she will call her therapist to make
her own appointments (performance), as
needed during the next four months
(criteria).
20. 20
Example Goal
• With suggestions from a support team
member (condition), Henry will write a letter
to his father (performance), once a month for
the next six months (criteria).
21. 21
Tips for Making Goals Measurable
• You will find it more difficult to write clear
and measurable goals if you have not first
written a clear and measurable level of
performance
• Measurable means you can count it or
observe it
22. 22
How to Make Something Measurable
• Specify a level of performance
• Indicate a rate, for example 3 out of 4 times,
80% of the time, 5 minutes out of every 10,
75% success
• Define the factors surrounding the behavior
(e.g., when asked to work independently,
always after lunch)
• Identify the results of the behavior
23. 23
Measurable Goal Checklist
• What is the actual (measurable) starting
point for this knowledge or skill?
• What will I see this consumer doing when
he/she reaches this goal?
• Did I avoid vague or unclear words or
phrases?
24. 24
Most Common Errors on plans
• The goals, objectives and interventions are
not specific, measurable, time-limited
• The goals, objectives and interventions do not
address symptoms, skills and resources
• Each service provided is not necessarily linked
to a goal, objective or intervention
25. 25
Avoid
• Goals just requiring attendance/participation
• Goals that emphasize the absence of
something; stress active, positive change
26. 26
Hands-On Practice
Try to fix the following slides for these
problems:
• Goal not measurable
• Goal too complex
• Goal doesn’t make sense
• Goal focuses on professionals not consumer
27. 27
Error: Goal Not Measurable
• Client will improve cooking skills as
evidenced by improving cooking skills.
28. 28
Error: Goal Not Measurable
• Consumer will decrease audio hallucinations.
29. 29
Error: Goal Not Measurable
• Will complete requirements for DSS plan re:
substance abuse/dependence.
31. 31
Error: Goal does make sense
• Sincerity as evidenced by lack of fear of the
future.
32. 32
Error: Goal Too Complex
• As client is capable of improvement, he/she
will obey rules 100% of the time in all
settings, refrain from symptomatic behavior
100% of the time, including the avoiding the
following: being disrespectful, having anger
episodes, being verbally and physically
assaultive, not obeying rules in the home, in
the school and in the community.
33. 33
Error: Goal Too Complex
• Improve life domain functioning in the home,
community and school as evidenced by
1)compliance with adult's directions by 3rd
prompt 50% of the time, 2) will earn
behavioral plan rewards for school
compliance 60% of the week, and 3) accept
limitations and consequence without being
aggressive or oppositional 50% of the time.
34. Error: Goal focuses on professional
• Staff will teach John how to drive a car.
• Pete’s therapist will figure out how to calm
him down.
