Sample Goals and Objective Sample #1

July 7th, 2010

These are goals and objective set up by a “SUPER MOM” Holly Bortfeld.

NOTE: It is important to identify Current Level of Performance vs. Goals and Objectives not yet obtained.

These are just SAMPLE goals and objectives! Please be sure to customize goals and objectives that meet your child’s individual needs.


Current Level of Performance:

Language

  • babbles consonant chains "babababa" or double consonants "baba"
  • produces these sounds frequently in babbling: b, m, p, d, t, n, g, w, h, f, v, th, s, l, r
  • vocalizes attitudes other than crying - joy, anger
  • babbles inflection
  • practicing "no no" and shaking head no
  • babbles monologue when left alone

Fine Motor

  • marks paper with crayon
  • Builds tower using 9 cubes
  • places 15 round pegs in pegboard
  • places 18 shapes in shape sorter
  • strings 1/2" beads

Social

  • distinguishes self as separate from parent
  • responds playfully to mirror
  • shows likes/dislikes for certain people, objects, places
  • explores environment enthusiastically
  • needs and expects rituals and routines
  • expresses affection
  • shows a wide variety of emotions
  • holds parent's hand outdoors
  • says no, but submits anyway
  • shows independence
  • separates easily in familiar surroundings

Self Help

  • holds spoon and feeds self for some foods
  • cooperates with dressing by extending arms and legs
  • drinks from cup without lid
  • holds cup handle
  • opens doorknobs
  • brushes teeth with assistance
  • sits on potty with assistance

Cognitive

  • has great object permanence
  • distinguishes between angry and friendly voices
  • can do 6 piece formboard puzzles with or without pegs
  • enjoys looking at books
  • turn book pages 1 at a time
  • retains 2 and looks for 3rd object
  • takes stack rings apart and puts together in proper order
  • overcomes obstacle to obtain object
  • responds to simple verbal requests
  • recognizes several people in addition to family members
  • understands pointing
  • matches 3D to 3D
  • matches 2D to 3D
  • matches 2D to 2D
  • knows body parts
  • identifies self in mirror
  • recognizes self in photos
  • matches sounds to animals
  • rights familiar picture
  • enjoys nursery rhymes, finger plays
  • sorts by color
  • explores cabinets and drawers
  • attempts then succeeds

Gross Motor

  • Walk and run unassisted
  • Sit and Stand up unassisted
  • walks with assistance on 8" board
  • walks backward
  • climbs and descends a flight of stairs unassisted
  • goes up and down slide
  • climbs jungle gym and ladders

CURRENT Goals for school year 98-99:

Language

  • vocalize to own name
  • vocalize to bye-bye
  • say dada or mama specifically
  • single word sentences
  • will consistently vocalize or approximate word when prompted
  • gesture spontaneously to indicate needs (pointing, "miming" for adult what he wants)
  • after waving, greet with verbal cues
  • say no and bye
  • use exclamatory expressions "oh-oh" and "no-no"
  • attempt to sing to music
  • give toy to adult on request
  • name 20-50 familiar objects, actions, people and pictures
  • use voice in conjunction with pointing produces the following sounds clearly: p, b, m, k, g, w, h, n, t, d
  • use self-centered pronouns (I, me, mine)
  • answer basic questions about present events
  • find detail in favorite picture book by pointing ("point to the dog on this page")
  • engage in simple make believe activities (cooking, doll play)
  • select pictures involving action words
  • listen to stories
  • point to larger or smaller
  • point or put object on/under, in/out

Fine Motor

  • point to item out of reach with verbal cue
  • touch point an item he wants without physical assistance
  • manipulate new object each day (tactile books, art materials, taste, temperature, texture, sound)
  • imitate circular scribble
  • imitate cross
  • imitate horizontal stroke
  • snip using scissors
  • hold crayon or small pencil with thumb and fingers
  • fold paper in half
  • copy a circle

Social

  • begin to obey and respect rules
  • participate in circle games, plays interactive games such as dancing, marching, duck duck goose, patty cake, hot potato
  • take pride in achievements by bringing projects to teacher or parent's attention
  • value own property, uses word mine
  • interact with peers using gestures, like high five, smiling pointing, nodding, shaking no, waving
  • engage in parallel play
  • attempt to comfort others in distress
  • play catch cooperatively
  • imitate housework - symbolic play with realistic props
  • wave to greet mom upon departure and arrival
  • respond to hi and bye
  • look when name is called

Self Help

  • give empty dish to adult
  • unzip and zips large connected zipper
  • wash with liquid soap and dry hands
  • button and unbutton large buttons
  • pull up and down own elastic-waist pants
  • hold and use fork
  • use napkin
  • potty training - will void on toilet
  • understand and stay away from common dangers
  • help put things away
  • blow nose with assistance
  • pour liquid from small container (juice into cup, water table)
  • put outerwear or other belongings away in cube
  • assist in setting table

Cognitive

  • use playdough and paints properly
  • imitate gestures and respond to "do this" by imitating
  • dramatize using a doll
  • point to body parts, clothing on demand and during games
  • bring objects from across room upon request
  • shares and takes turns
  • identify objects from group of familiar objects on demand
  • paint within limits of paper
  • can choose between 2 alternatives
  • blow whistle
  • blow bubbles through wand
  • understand concept of one
  • demonstrate awareness of class routines
  • know own sex and sex of others

Gross Motor

  • Throw ball under and over hand
  • jump forward 12 inches
  • kick ball
  • avoid obstacles in path
  • make sharp turns around corners when running
  • hop on one foot
  • walk on balance beam
  • jump on trampoline without holding adults hands
  • catch ball
  • move to rhythms

Materials and approaches that support current level of performance. Max vocalizes most frequently when teaching is combined with movement. For example, when Max's behavioral therapist, early intervention therapist, occupational therapist or speech therapist incorporate movement into intervention, Max vocalizes more frequently, his attention span is sustained, and responds more consistently. A partial equipment list necessary for this approach:

  • 36" Physioball (can be acquired at US Toys (407)886-4120 for $39.95)
  • toddler size duplo legos
  • bean bag chair
  • sufficient playground time to swing or hammock swing in class
  • bubbles in spill-proof containers
  • vibrating massager
  • surgical brush
  • a swing or access to a swing
  • a water/sensory table or several Rubbermaid type buckets, one for each sensory type, like beans, rice etc. - a rocking chair
  • Small trampoline or other bouncer
  • Boardmaker computer program and lamination supplies.
  • Harris and Handelman book (1994) Preschool Education Programs for Children with Autism (ProEd)
  • Catherine Maurice Book (1997) Behavioral Intervention for Young children with Autism

Dietary Concerns: Due to Max's extreme allergies, all foods given to him, both for meals and snacks as well as used as reinforcers for any therapies, must be cleared with Max's mother. Max's mother will supply lists of OK foods and send lunches and snacks with OK foods. Max must be watched at meal and snack times as he will grab other persons food. Mom will provide snacks for all occasions when notified of special events.

Tags: , , , , ,