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Diane GeorgeParticipant
Peer response to LuEmma:
LuEmma, I found your goal to be functional as well as measurable. This is a skill that is needed throughout daily activities both at home and school.
Diane GeorgeParticipantSTEP 1- Either write a hypothetical IEP goal or use an existing IEP goal for a student you know (but please change the name or any other identifying information). If you write a hypothetical goal, be sure it is as complete as you would make it on an actual IEP. Write or copy/paste the goal into your discussion response. STEP 2- Using Appendix A in the R-GORI, rate the goal using all 8 criteria. S
Step I: John will engage in cooperative social play interactions by allowing others to make changes or alter the play routine 4/5 opportunities to do so.
Step 2:
1. This goal is observable. Two or more people can agree that the same target behavior was observed.
2. The child’s performance can be measured (4/5 opportunities)
3. The child’s needs this target behavior in order to interact with his classmates as well as siblings and other family members. If he can master this behavior he can more easily participate in many different daily activities.
4. Yes, the child does need the target behavior, because being able to play well/interact cooperatively with others is a life-long skill.
5. Participating in a group is a generic process.
6. Yes, the target behavior will help the child in being able to adapt to changes in materials, environments, and expectations. The target behavior can be used across settings.
7. Yes, the target behavior can be taught across many daily activities. Specific items are not required for the behavior.
8. Yes, any team member can observe, teach the behavior. It is a behavior that is easily understood.
Diane GeorgeParticipantReply to Mark Dinelt:
I agree with Mark. Most academic skills are important skills for functioning throughout life. After all I tell students (especially high school students) all the time that reading, writing and math are important life skills in order to function in our communities with independence. I know this class is geared towards ECE, but that is when we start building academic and functional skills. Sometimes without even realizing it.
Diane GeorgeParticipantStep 1: In your own words, consider whether there is always a distinction between functional and academic goals. Does an IEP goal need to be one or the other, or both? Provide at least one real or hypothetical example to bolster your argument.
When I think of a goal I think of a more general statement that could be functional but might also be academic and in some instances could combine both. So in other words, I don’t think there is a distinction. I am confused because some of the examples I have seen, in my opinion, lend themselves more to objectives than goals. They are very specific. So in the example of walking on a balance beam, I would never write that as a goal. I would address the student’s need to be able to move/interact with his/her peers in the school environment in a goal and then one objective to work towards that goal might be to walk on a balance beam.
In some cases and dependent upon the student’s disability, functional goals may be much more appropriate and practical than academic goals. I would also argue that academic goals can be very much functional. Reading is an important life skill.
Diane GeorgeParticipantI agree with your response to Filter 1. It is hard to know if the goal is appropriate without having information about the child’s strengths or needs, age, etc. A good PLAAFP would be helpful. The goal also just seems very unwieldy to me. I had to read it several times just to get the point of it.
Diane GeorgeParticipantFilter 1 – As several others have pointed out it is hard to judge this goal without having a PLAAFP and knowing something about the child’s abilities in this area. I don’t have enough information about the child, so I can’t determine if the goal is appropriate.
Filter 2 – Because there is no PLAAFP, I am unclear as to what the child’s need is. Is this a math goal paired with social and daily living activities? Is the focus math, social, daily living?? I don’t know if it meets Filter 2 due to a lack of information.
Filter 3 – Coming back to the PLAAFP. How old is this child? What is the expectation of other children his age? Can these activities be incorporated into the general education setting? For instance, I know in many Head Start programs, students buddy up for reading and set the table for meals and hang their belongings on a hook or in a cubby. I don’t know enough about this student to know whether in order to learn these skills the student needs direct explicit instruction or can learn the skills with modeling and peer support throughout the school day.
Filter 4 – I believe that this goal can be achieved in one year.
Diane GeorgeParticipantI agree with your discussion on these PLAAFP statements. I hadn’t thought of including information about Zung’s vision. That was a good catch and very important information to have.
Diane GeorgeParticipantDayton prefers to play in isolation and becomes upset (e.g., cries and hits others) when another child comes too close. As a result, his peer interactions at playtime are limited. Greenish, though I think more should be said. How old is he and what are the expectations of other children his age. Does this happen in a center-based program? At home? How does he interact during center activities or group activities?
As measured on the EOWPVT-R, Carmen’s (48 months) expressive vocabulary is at 19 months and as measured by the ROWPVT-R her receptive vocabulary is at 26 months. Red. Anecdotal information from parents and teaching staff should be included here. Does she speak in one or two words? Can you follow simple directions using location words? Is she able to point to or name body parts? Clothing? School items? How does she communicate her needs and wants at home? In a school setting?
Damien’s attention problems result in failure to follow the teacher’s directions, talking out of turn and responding inappropriately during group activities. Red. This is a blame statement. I would begin with something positive. Even if it is simply a statement that Damien is able to XXXXX when XXXX. I would the sentence rephrase and, if there is data, quantify the statements such as: “ During a 15 minute observation (math instruction) Damien talked out of turn XXX times.
Zung understands and remembers what he hears about a subject. Learning by reading or looking at pictures is difficult for him and doesn’t work as well. Red. I don’t really know what Zung understands or remembers. This entire statement is much too general.
Mark doesn’t know his colors. He can count to 3 but doesn’t always remember the number 2. He can stack 3 blocks. Greenish. I would start with a positive statement. Mark can count to 3 in 3 out of 5 trials. He can stack 3 blocks. Can he point to colors when named?? I’d be more specific as to his skills. Also, how old is he? What is a realistic expectation for a child his age?
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