Example Outcomes to Goals to Strategies
Outcome:
Molly will participate in outdoor play activities by using playground equipment, playing in the sandbox, or exploring outside when we go to the park or Molly is in the backyard with her sister, on her own, and with other kids. We will know she can do this when she plays for at least 1o minutes on 5/7 days across 2 weeks. Goal(s): Molly will go climb on and use the playground equipment (e.g., go up steps, walk over bridge, drive the car/spin the wheel) when the equipment is empty and when other children are also on the equipment by September. Molly will have three things she likes to play with and can play with in the sandbox with her sister, and one thing she likes to do and will do by herself in the sandbox by November. Molly will follow her sister’s lead to go on “pretend explorations” or “hunt for treasures” during walks around the park or play in the backyard by January. Strategies
Where?
When?
Who?
Wait to see which equipment Molly walks toward. Once she touches some equipment, say,“you like the____, I like the _____ too” and climb onto the equipment (follow child’s lead). When playing with Molly, use sandbox toys with varied textures, sounds, and colors, and with varied functions (e.g., digging, pouring, grating). Show Molly what to do with the toys (model). Family backyard or at the park. Walking to playground equipment Mother, Father, and EI provider Family backyard or at the park. Playing games in the sandbox. Encourage Molly’s sister to plan and lead games/activities (e.g., going on a treasure hunt). Set up “treasures” that have Molly’s favorite things in them (environmental arrangement). Family backyard or at the park. Walking around park or backyard. Mother, Father, sister, other children, family friends and EI provider Mother, Father, sister Did you notice? This outcome is written to promote generalization because it specifies three different outdoor activities (playground equipment, sandbox, explore outside), two different locations (home and park), and different people (by herself, with sister, with other kids) as part of the behavior associated with the outcome. The goals include time frames that systematically target the different types of outdoor activities over time, starting with the activity her parents think is most attainable within the next few months. The strategies use natural teaching approaches that are logical and are recommended practice for supporting young children. The teaching approaches are described in family friendly language with the teaching approach defined in parentheses. Examples of Outcomes to Goals to Strategies Developed by Tools for Early Steps Teams. Project funded by Florida Department of Health, Children’s Medical Services (Contract 00076734 and 00078489). Outcome: Hector will participate in activities around the house (e.g., meals, family time, bed time routine) by moving around the house without assistance so that his parents are not afraid that he will fall when they are taking care of his baby brother (due July). We know that he can do this when he can walk between all rooms in the house without falling for one week. Goal(s): Hector will walk on his own, within the house, toward a family member or desired toy (distance across a room or into another room) when asked at least 3 times a day for a week by Mom’s birthday (February). Hector will walk between the family room and the Florida room by holding the wall and stepping down or up to navigate the step between rooms at least once a day for a week by Uncle Luis’s birthday (April). Hector will walk on his own, within the house, from the kitchen to the family room, family room to his bedroom, or his bedroom to his parents’ room when asked to get something from a room or following his parents at least twice a day for each route for a week by 1-­‐month before the baby is due (June). Strategies
Where?
When?
Who?
Play time, family time in evening Parents’, aunt and uncle, and EI provider Morning & evening routine, day activities Parents’, aunt and uncle, and EI provider Family home Play time on the floor Parents’ and EI provider Create fun games that encourage walking Family home between locations (e.g., going on a treasure hunt in the house, setting up an obstacle course in the living room, playing follow the leader). Leave things (or put things) that Hector likes in Family home other rooms, when Hector asks for it, have him go get it and bring it back. Start a play activity in the family room, have a ball or toys roll into the Florida room. Model for Hector how to hold the wall, have him practice, help only as needed. Did you notice? This outcome and the associated goals are written to promote acquisition and fluency of a skill. The outcome addresses a concern and priority for the family. The outcome and goals include criteria that help everyone on the team know when they will consider Matthew to have met this outcome. The goals also include time frames that are meaningful to family with dates in parentheses. The strategies use natural teaching approaches that build on Matthew’s preferences and interests. The team knows that making the walking (and learning to do the step) fun will be important to keep Matthew on his feet. Examples of Outcomes to Goals to Strategies Developed by Tools for Early Steps Teams. Project funded by Florida Department of Health, Children’s Medical Services (Contract 00076734 and 00078489). Outcome: Aesha will participate in play activities at home and in playgroup at day care by using sign language or pointing to tell us what she wants during play activities. We know that she can do this when she can indicate what she wants without becoming upset during most of her play activities in a week. Goal(s): Aesha will sign “more” when asking for more of a game, more toys, or more interaction during play activities after being shown a model during most of her play activities by January. Aesha will sign “more” when asking for more of a game, more toys, or more interaction during play activities without a model or reminder during most of her play activities by April. Aesha will make a choice of what toys she wants to play with by pointing to a toy when shown three options during most of her play activities by January. Aesha will make a choice of what toys she wants to play with by pointing to a toy in her environment during most of her play activities by April. Strategies
Where?
When?
Who?
Explore ideas for interactions by observing what Home and child Aesha is interested in, waiting to give Aesha a care center chance to initiate, and model signing “more” . Play activities, EI provider, interactive parents, and games/songs child care staff Show her three toys, one that you know she likes and two that she is less interested in, as she reaches for a toy, say “you pointed to ____ and point to it, I think you want to play with _____” and give her the toy. After January, wait to see if Aesha signs or points before providing model or choices. Provide model or choices as needed. Home and child care center Play activities with toys EI provider, parents, and child care staff Home and child care center Play activities EI provider, parents, and child care staff Did you notice? This outcome was written to promote acquisition of skills. The criterion for the outcome and goals specifies “most of her play activities”. If a family prefers a specific criterion such as “four out of five attempts”, it is fine to write the criterion that way but it is not necessary, “most” is fine, as long as the team, including the family, have discussed what “most” means to them. The team has decided to work on two short-­‐term goals at the same time (signing more and pointing). For the January time frame, the team is working toward Aesha doing the behaviors with some help or supports. For the April time frame the team is working toward Aesha doing the behaviors on her own. Systematically changing the amount of support can help teams working toward acquisition of a skill. Strategies for these goals also reflect the changing levels of support that are needed to help Aesha acquire these skills to meet this outcome. Examples of Outcomes to Goals to Strategies Developed by Tools for Early Steps Teams. Project funded by Florida Department of Health, Children’s Medical Services (Contract 00076734 and 00078489). Outcome: Ethan will participate in play time, diaper change, reading time, and feeding by making sounds to interact with family members, imitate sounds of others, use sound to gain attention of caregivers, or communicate pleasure or displeasure with an activity. We will know he can do this when he makes 4 different cooing or babbling sounds during three 5 minute interaction/play times in one day. Goal(s): Ethan will make any sound (cooing or babbling) after his mother or father make a sound while looking at him most of time by July. Ethan will imitate a sound his mother or father make (e.g., ba/ ma/ pa) while looking at him some of time by September. Ethan will make sounds (and facial expressions) that show his pleasure or displeasure with food or a toy some of the time by November. Ethan will make a sound to gain his mother or fathers attention when they are not looking at him by December. Strategies
When?
Who?
Orient to Ethan’s face (have your face directly in Home front of his with 1 foot distance between face), look Ethan in the eye contact when making sounds. Make simple sounds, sing sounds with fun Home tunes, sing simple nursery rhymes, make the sounds Ethan makes. Where?
play time, diaper change, and feeding Mom and dad play time, diaper change, reading time, and feeding Mom and dad Sometimes, make a ba/ ma/ pa sound and look at Ethan, wait before making the sound again. Home play time, reading time, and feeding Mom and dad Play/interact with Ethan and then turn away, wait for Ethan to make a sound and then turn back right away with sounds and smiles. Home play time, reading time, and feeding Mom and dad What did you notice? Examples of Outcomes to Goals to Strategies Developed by Tools for Early Steps Teams. Project funded by Florida Department of Health, Children’s Medical Services (Contract 00076734 and 00078489).