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Goals are the targets we set as therapists to identify what we want our clients or students to achieve within a specific period of time. Goals can be developed from a variety of sources, including assessment results, parent input, teacher input, observations, and clinical judgment.
Using the SMART Framework
An effective goal should include the following components:
- Who: The patient or student
- Skill: The specific skill being targeted
- Context: The conditions or setting in which the skill will be demonstrated
- Cues/Supports: Any allowable prompts, modifications, or assistance
- Measurability: How progress will be measured (e.g., percentage, frequency, duration, or number of trials)
- Reason: Why the skill is important and being targeted
- Time Frame: The period over which progress will be measured
Selecting Appropriate Goals
When developing goals, it is important to ensure that they are developmentally appropriate. Skills that should have emerged by the student's current age are often clinical priorities because they provide the foundation for more advanced skills.
Before selecting a target skill, consider the following questions:
- What prerequisite skills are needed before the student can successfully learn this skill?
- Does the student already demonstrate those prerequisite skills?
If prerequisite skills are not yet established, they may need to be addressed first.
Example: Categorization
Before targeting categorization, a student should be able to:
- Label common items
- Identify or describe item functions
If a student cannot label items, they will have difficulty naming members of a category. Likewise, if they do not understand the function of an item, it may be challenging for them to understand how items relate to one another within a category. Evaluating these foundational skills helps determine the most appropriate starting point for intervention.
Considering Rate of Progress
A student's rate of learning should be considered when writing goals. If a student typically makes slower progress, goals should be realistic and achievable within the designated service period (often six months or one year, depending on the setting).
Adjustments can be made by:
- Providing appropriate cues or supports
- Reducing the mastery criterion when clinically appropriate
- Breaking larger skills into smaller, more attainable objectives
For example, instead of requiring 80% accuracy, a goal may be written for 60% accuracy if that is a more realistic expectation for the student. Goals can always be revised and increased if mastery occurs sooner than expected. When writing IEP goals, remember that goals should be attainable within the annual IEP cycle.
Examples of Modifications and Supports
Following Directions
- Allow additional repetitions of instructions (e.g., up to two repetitions from the clinician)
- Provide visual supports or gestures as needed
Categorization
- Use visual supports such as pictures
- Provide semantic cues (e.g., “A dog belongs in this category too.”)
- Offer verbal choices when appropriate
Articulation
- Use mirrors for visual feedback
- Provide verbal cues for tongue placement and movement
- Utilize imitation models and clinician demonstrations
Effective goals are specific, measurable, developmentally appropriate, and realistic for the individual student. By considering prerequisite skills, rate of progress, and available supports, clinicians can create meaningful goals that promote success and functional communication growth.
Date
Share
Goals are the targets we set as therapists to identify what we want our clients or students to achieve within a specific period of time. Goals can be developed from a variety of sources, including assessment results, parent input, teacher input, observations, and clinical judgment.
Using the SMART Framework
An effective goal should include the following components:
- Who: The patient or student
- Skill: The specific skill being targeted
- Context: The conditions or setting in which the skill will be demonstrated
- Cues/Supports: Any allowable prompts, modifications, or assistance
- Measurability: How progress will be measured (e.g., percentage, frequency, duration, or number of trials)
- Reason: Why the skill is important and being targeted
- Time Frame: The period over which progress will be measured
Selecting Appropriate Goals
When developing goals, it is important to ensure that they are developmentally appropriate. Skills that should have emerged by the student's current age are often clinical priorities because they provide the foundation for more advanced skills.
Before selecting a target skill, consider the following questions:
- What prerequisite skills are needed before the student can successfully learn this skill?
- Does the student already demonstrate those prerequisite skills?
If prerequisite skills are not yet established, they may need to be addressed first.
Example: Categorization
Before targeting categorization, a student should be able to:
- Label common items
- Identify or describe item functions
If a student cannot label items, they will have difficulty naming members of a category. Likewise, if they do not understand the function of an item, it may be challenging for them to understand how items relate to one another within a category. Evaluating these foundational skills helps determine the most appropriate starting point for intervention.
Considering Rate of Progress
A student's rate of learning should be considered when writing goals. If a student typically makes slower progress, goals should be realistic and achievable within the designated service period (often six months or one year, depending on the setting).
Adjustments can be made by:
- Providing appropriate cues or supports
- Reducing the mastery criterion when clinically appropriate
- Breaking larger skills into smaller, more attainable objectives
For example, instead of requiring 80% accuracy, a goal may be written for 60% accuracy if that is a more realistic expectation for the student. Goals can always be revised and increased if mastery occurs sooner than expected. When writing IEP goals, remember that goals should be attainable within the annual IEP cycle.
Examples of Modifications and Supports
Following Directions
- Allow additional repetitions of instructions (e.g., up to two repetitions from the clinician)
- Provide visual supports or gestures as needed
Categorization
- Use visual supports such as pictures
- Provide semantic cues (e.g., “A dog belongs in this category too.”)
- Offer verbal choices when appropriate
Articulation
- Use mirrors for visual feedback
- Provide verbal cues for tongue placement and movement
- Utilize imitation models and clinician demonstrations
Effective goals are specific, measurable, developmentally appropriate, and realistic for the individual student. By considering prerequisite skills, rate of progress, and available supports, clinicians can create meaningful goals that promote success and functional communication growth.
