People often find this site by doing a search using the above words or something similar.
The best way to have a thorough understanding of this process is to start at the very earliest posting in this blog and move forward. The first set of postings review the basics of a training I have presented a number of times on how to write measurable behavioral objectives, goals, and plans. That is the best way to understand this very technical professional process, along with practice and ongoing feedback. You simply are not going to get what you want unless you know where you’re starting from (assessment and data) and have a very specific and clear plan (measurable behavioral objectives, goals, and plans) on how to get there.
With that said, I also realize that our world today often wants quick answers, and while sometimes the answers are simply not quick if you want the best outcomes, I’ll attempt to respond the best I am able.
While there are examples of poorly written objectives as well as well written objectives and a large example of great goals specific to young children with autism, it is impossibly to provide examples of goals and/or objectives for every situation and every child; however, it is possible to ask questions which will bring you to the right goals and objectives. If you want feedback, just write them in the comments without personally identifying information (you can make up a name) and I will respond.
Here are the questions:
What do you want the person to do? (in specific measurable terms)
How will the person know, or what cue will tell him or her it’s time to do what you want done?
How will you know it has been accomplished? (What are the specific criteria for success? {Never average over a long period of time})
That, with the name of the person will give you the basics of the objective.
The goal can be more broad and general and does not have to be quite as measurable.
For example:
Goal: John will come to school clean.
Objective: When John’s alarm rings in the morning at 6:30 A.M. , he will go directly to his drawer and pick out clean clothes, then go to the bathroom, take his shower, and put on deodorant, then the clean clothes he has chosen from his drawer. He will do this five days in a row for two consecutive weeks.
There are a number of assumptions in this goal and objective. John is obviously high functioning and has mastered the basic steps. If not, a more specific objective would have to be written for the steps. Sometimes we might include and reference a chart showing the steps for some functions such as taking a shower; however, this too would still imply that John has basically mastered the process.
The plan would detail others involved in the process to include arranging for clean clothing in the drawer and appropriate reinforcement.
This all starts though; from what you want John to do and then build from there. If you clearly know what you want the person to do. When the person will do it, to include what trigger or cue will tell the person it’s time to do…whatever it is you want the person to do. And if you have a clear and reasonable criteria for success, you have the basic information for your objective. The goal is simply the overarching, umbrella, behavior or skill you are looking for.
Any rote, prewritten, more generic objectives, are simply a terribly disservice to the child (or adult).
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