Linking S’Cool Moves To Therapy Goals

Initial Process Taken

ReferralEvaluate ID problem hindering occupational performance Set goalSelect intervention Measure outcome or Assess improvement/changes Decide to continue or alter intervention

  1. Referral- Provides information on what is happening to hinder child’s occupational

performance in school setting

  1. Evaluate- Select evaluation measures to determine
  1. Performance skills: fine motor, visual motor, visual perception, sensory processing, social emotional and self-regulation abilities, social interaction
  2. Occupational Performance: Self-care, IADL’s, handwriting, academic and work tasks, play, social participation, rest, sleep, leisure/interests
  3. Environment Considerations: classroom, PE, art, music, cafeteria, playground
  1. Set Goal-When we write goals, the focus is on the child’s functional

outcome, the occupational performance not the intervention

What is your aim/goal for this student?

  1. Select Intervention- The Plan Of Care document indicates HOW you plan to assist

the child in obtaining the goal; this is the location for stating the

type of intervention you will use.

How do you plan to reach the goal?

What intervention are you going to use to make improvements in the child’s performance? For example, Handwriting Without Tears program; adapted paper; a seat cushion/therapy ball; visual and crossing midline exercises with S’cool Moves posters or Bal-A-Vis-X program; a fine motor box etc.

Based upon the Occupational Therapy Framework: Domain and Process 3rd Ed.

Writing SMART Goals

What is a SMART Goal?

S – SPECIFIC: what, why and how are you going to do it

M – MEASURABLE: evidence that the goal will be achieved ie data collection

A – ATTAINABLE: goal needs to be challenging but reachable

R – RELEVANT: goal should measure outcomes not activities

T – TIME BOUND: deadline that the goal needs to be achieved by\

Taken from:

Goals and objectivesdo not state the actual intervention but what are you trying to achieve.

Example of Goal Areas:

  1. Sitting Posture:

Example Goal:

Given a desktop activity, ___ will demonstrate the ability to maintain an upright posture during a fine motor/class activity for __ minutes with cues/prompts/independently, __ out of __ observations/sessions/trials, by ___quarter/end of annual IEP.

Intervention:

  • S’cool Moves Belly Focus positions 1 time with OT and 1-2 times in class

Measure: Informal records and observation

  • How long holding poses at baseline & then at end of month/interim/end quarter?
  • How long sitting upright at desk,at baseline & then after received intervention?
  1. Attention To Task:

1.Completion of Assignments: Using attention strategies, ____ will turn in ___ completed class assignments at the end of each week, with 1 cue/ increase the number of assignments completed by at least 20% of baseline with 1 prompt by the end of the annual IEP.

2.Engage in instruction without extraneous movements: Given a 15 minute class activity, ___ will remain focused on the materials and individuals involved in the lesson until completion _ out of __ observations.

3.Follow instructions: Given verbal directions to a multi-step class assignment, ___ will carry out the instructions to complete the task with 80% accuracy/8 of 10 times observed/2 of 3 consecutive OT sessions by the end of the annual IEP.

  1. Participation in School Activities

1.Self-Regulation: By the end of the school year, ___ will independently utilize a calming strategy to regulate behavior when attempting a frustrating activity (writing, math) 3 of 4 observations.

2.Play

3.Transition

Collaborating with and training teachers to utilize multisensory methods to promote literacy skills:

  • Quadrant Taps with sight words and spelling words.
  • Therabands to promote spelling and phonetic learning

Yes, you could write goals as listed below; yet I challenge you to think functionally; What is it that we truly want our children to accomplish in the school environment…..

  • ______will hold 2 prone Belly stretches for at least 10 seconds, with 1 cue, 2 of 3

consecutive therapy sessions, by the end of the 3rd quarter.

  • Given two different S’cool Moves posters, __ will scan with eyes only in a left to right, top to bottom approach, performing the movements in the proper sequential order, 4 of 5 attempts with 1 prompt.
  • By the end of the school year, ___ will replicate crossing midline/bilateral coordination asymmetrical movements with 80% accuracy 3 of 4 sessions.