Goals and Objectives

Goals:

          Goals represent where you want to go.  MBOs represent the steps needed to get there.

Goals should be:

          Positive, well supported, logically tied to both formal and informal assessments---and developed/gleaned from desired outcomes.

Goals should always be set in full partnership with family members, the participant, and/or guardian.

MBOs should be:

1.     Contextualized within natural routines and/or desired natural routines.

2.     Some MBOs can lead (or provide logical steps) to MBOs which are contextualized within natural routines, and/or desired natural routines---IF there is a clear, parsimonious, path to the natural routine.  (For example: a pilot may spend many hours in a simulation responding to various potential situations.  Those simulations mirror the actual situation as closely as possible, while the pilot is not actually flying the plane.  Someone with ASD (autism) may practice making a purchase in a simulated or practice store and speaking with the practice cashier before going to the actual store and making the purchase.  A common mistake of some interventionists is incessant practice without actual implementation.  For many, modeling or coaching, in the actual natural setting, making a purchase the child or adult may want or need to make, is the more practical intervention.  This may also include some pre-coaching for the cashier and include prompting.)

This may also require going to the store at optimal times when the store is not as busy and when the individual is neither tired nor stressed.  It may require some adaptive equipment or clothing to reduce difficult stresses or stimuli.  Sometimes something as simple as a hoodie, sunglasses and/or headphones can be helpful depending upon the individual needs of the person.

What???

          MBOs should be contextualized within the natural routine and environment; however, sometimes one must take steps to get to this point---as quickly as possible.

MBOs should:

          Use… as much as possible, Natural Reinforcement In lieu of Contrived Reinforcement.

For example: if a child asks for a hug, the natural reinforcement is a hug.  The contrived reinforcement (and an unhealthy substitute) might be a piece of candy.

Another example: someone makes a desired (based upon their current expression of the desire) peanut-butter and jelly sandwich after work or school and then gets to eat the natural reinforcement, the sandwich.   

As a child, you may have received a contrived reinforcement for cleaning or keeping your room clean.  Today; hopefully, you have a different and more natural reinforcement for keeping your home or apartment clean.  This natural reinforcement may be an internal feeling and/or social responses from visitors and/or permission from your landlord to continue to rent or lease your apartment.

While you may feel a sense of accomplishment and purpose for doing the work you do, in most cases, you will also expect a paycheck.  The paycheck, is a natural reinforcement.  It is something that naturally flows from the work you do.

You may think of it this way.  A contrived reinforcement might be considered a bribe.  A natural reinforcement may be considered a logical payment, consequence, outcome, or product for your efforts.  Both bribes and payments come in many forms.  Both can be monetary, social, physical, edible, etc.

A well written MBO will:

1.     Identify the learner (target of the intervention) [WHO]

2.     Identify the target behavior in measurable terms (what is the person supposed to do) [WHAT]

3.     Identify the Target Stimulus or Cue that will clearly tell the person it is time to do the target behavior. [WHEN]

4.     Identify the criteria for acceptable performance. [HOW] will we know the objective has been accomplished.