Writing Effective Goals and Objectives

Objectives should be clear, measurable objectives which are specific with regard to: Who What When With what support How many/long/often

Unmeasurable: Joey will gain new vocabulary.

Measurable: Given pictures of each of the items, presented 2 or 3 at a time, Joey will point at the named item to receptively identify 8 vocabulary items in each of the following categories in 80% of trials:
a)animals
b)vehicles
c)clothing
d)foods

Examples of Objectives for Students working on Functional Skills
(Autism Classroom.com(c) 2004)

Student objectives in all areas will vary with the ability level of the child.

FUNCTIONAL ACADEMICS (includes functional reading, functional math, functional writing):

Functional Reading
-Reading/literacy skills
-Identifying picture icons, actual objects, recognizing name in print, answering “wh” questions, answering “if-what”  questions, matching printed words with pictures, identifying words, etc., and much much more.
-Student objectives in this area will vary with the ability level of the child.

**EXAMPLE: John will identify 3 picture icons by pointing to the picture upon request, 3/4 times.

**EXAMPLE: Given a 3-4 paged language experience story with 3 to 4 words on each page, Timmy will read 5 + language experience stories with 0 errors, 4 out of 5 times.

**EXAMPLE: Ron will match 15+ written words to the corresponding picture, 4/5 times.

**EXAMPLE: Given written words, John will read (by pointing to) 15 +sight words, 4/5 times.

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Functional Math
-Vary with students ability, but could include identifying and recognizing numbers, shapes, comparing objects that are big/little, long/short, identifying coins and currency, rote counting,
time, and much more.

**EXAMPLE: Joe will identify big and small objects, from a choice of 2
objects, upon request, 80% of trials.

**EXAMPLE: Maria will identify numbers 1-5 by pointing to the correct
number, upon request, 4/5 trials for each number.

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Functional Writing
- If an objective is needed in this area and the child has Occupational Therapy services, many times, the OT’s will develop these objectives along with teachers and parents.
-For students w/out OT service, follow developmental sequences for writing as much as possible.
-To include Pre-writing skills (cutting, coloring, pinching/playing with playdough, fine motor).

**EXAMPLE: Given a model, John will copy a 4 inch vertical line, 4/5 trials.
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Communication/Decision Making/Interpersonal (express and receive communication through a variety of methods, make decisions, interact socially)
-If the child has Speech services, many times the SLP’s will develop these objectives along with teachers and parents.
-Students need objectives which require them to make choices either at mealtimes, during structured lessons or during structured play/leisure times.
- Emphasis should be placed on the development of language throughout the day in activities throughout the school/classroom activities.

**EXAMPLE: Given a snack choice board, Ed will verbal ask for the snack
he desires, 90% of the time, with 2 or less verbal prompts.

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Community (access community resources,  safely navigate the environment,  participate in general community activities)
-Students need objectives which include the need for visual prompts.
-Students need objectives which encourage purchasing routines, identifying items in the store, positive social behavior in the community, etc.

**EXAMPLE: Given a social story read before the community trip and a
picture task analysis,Tony will purchase items in the community,
completing 4/5 steps independently, over 3 trials.

**EXAMPLE: Given a grocery store cart, Ray will navigate the aisles in a
store, steering free of objects/items in the aisles, with verbal
prompting.

**EXAMPLE: John will independently access 3+ areas of the school
environment, going and returning to the area with in 5 minutes, 4/5
times.

OR

by listening to the request, locating the appropriate destination,
receiving or delivering the item, having at least 1 interaction and
returning to the room.

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Career/Vocational (evidence positive work attitudes and behaviors at preschool, elementary and secondary level, participate in transitioning and employment opportunities)
- Students could benefit from objectives which require them to independently perform work tasks
at a desk/table (with visual cues).
-For older students, these will be vocational tasks, however, the need for visual cues is still present.
- Students need objectives which encourage them to perform class or school related jobs with the aide
of visual prompts (include student responsibility to identify the job, gather the materials, begin and
end on time, appropriately behave, acknowledge job completion and put away materials).
-Objectives should incorporate completion of a task(s), time limits, requests for “break” or “help.”

**EXAMPLE: Given a work station/desk and a picture icon work schedule,
Robin will accurately complete structured work tasks independently,
working for a period of 10+ minutes, 4/5 trials.

**EXAMPLE: Given a picture icon of “help” and “break,” John will accurately complete vocational work tasks for 30+ minutes, asking for a break or help, when needed, 4/5 days.

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Recreation /Leisure/Play (participate in recreational, leisure activities, interact with others, etc.)
-Students need objectives which emphasize appropriate ways to play and interact. Therefore structured (planned) ways to accomplish this must be utilized.
-Objectives should encourage being taught how games/toys work, following rules, playing with peers, taking turns, giving up a turn, indicating preferences, specific objectives targeted at teaching social play and social skills.

**EXAMPLE: Tony will socialize with peers during structured play activities by:
a)taking turns
b)sharing materials
c)communicating during play
2x per play period, spontaneously, for 5 trials

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Personal Management/Self-Help ( personal needs, appropriate health and safety practices, managing routines and schedules, making transitions, managing self)

-Toileting , eating, grooming, keeping track of personal belongings, preparing simple snacks, putting away materials etc.
-Students need personal management objectives that incorporate the use of visual prompts. For example, a picture schedule of washing hands to accompany a hand washing objective.
-Students who have difficulties making transitions, should have objectives which focus on the use of a daily visual schedule.
-Older students may want to have objectives which include them in their transition plans (when possible).

**EXAMPLE: Given a personalized daily schedule with picture icons, Oliver will monitor his daily activities and transition to the appropriate activity, independently for 80% of the activities.

**EXAMPLE: Given a picture symbol task analysis, Sue will wash her hands, completing 70% of the steps independently for 5 trials.