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Writing ABA Treatment Goals and Objectives

Staff Training in Selection and Writing of ABA Therapy Goals and Objectives for Clients
by

Megan Kirby

on 24 April 2015

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Transcript of Writing ABA Treatment Goals and Objectives

Selecting and Writing Treatment Plan Goals and Objectives
Selecting a Specimen
1. Use data from direct and indirect assessments (e.g., ABC, ABLLS-R, VB-MAPP, parent interview, functional analysis, etc.), identify top 3 skills for improvement or behaviors for reduction to target using ABA therapy services.

2. Assess the
Social Significance
of such targets.

3. Consider the environment, availability of resources needed to support such targeted skill instruction and treatment of problem behaviors in natural settings.
Goals
A GOAL defines the end towards which all of our treatment efforts are directed.

They represent critical core skill deficits or problem behaviors that prevent the client from improving their overall quality of life. Goals are always socially-significant.

Objectives
Objectives define the outcome for a specific goal (behavior, skill). Objectives are similar to the steps within a task analysis, as they break down the goal's requirements into smaller skills.

Objectives must be attainable and written to promote the client's contact with mastery, success.

Objectives should be mastered before the client demonstrates mastery of the goal criterion.
Process
1.
Identify the

conditions
under which the behavior is to be observed and measured. Typically, this is when the skill/behavior is expected to occur, and location.

2.
Define the performance
skill or behavior.

3.
Set an attainable, reasonable criterion
for performance.

4.
Define the magnitude, duration requirements
of the target criterion necessary for the goal/objective to be considered as "mastered."
Results
Goals and objectives are observable and measurable. A parent should be able to pick up the plan, read a goal or objective, and know what program is being run with their child 90% of the time.

Keep in mind that we want the client and family to achieve success, and ultimately, no longer need direct ABA therapy services in their home. We need to select behaviors and skills to target during treatment that the client will be able to achieve within the timeline of service.
Ultimate outcomes are met by the achievement of goals, in turn met as the client achieves mastery of short-term objectives.

Goals should NOT be mastered at earlier dates than their identified, corresponding objectives.
Example 1
Improve Communication:
Given a contrived or natural opportunity within-session, Client X will independently and appropriately (via sign or head shake) refuse/reject an item, action, or person, in absence of problem behavior display, on at least 4 out of 5 probed opportunities per week for three weeks.
Example 2
Decrease Self-Injurious Behavior:
When presented with demands during discrete trial instruction, Client Y will reduce her average rate of self-injurious head banging behavior (defined as any single act or attempt of hitting her head against a solid surface that results in visible tissue damage-swelling, redness, bruising- if not blocked) to 0 events per session, as measured by event recording procedures for 3 out of 4 consecutive weeks.
Example 1
Indicate Refusal, Rejection:
Presented with one known non-preferred item (e.g., food, toy, etc.) and the verbal antecedent, "Do you want (name of item)?" Client X will independently sign, gesture or point to a picture of "no" in absence of maladaptive behavior display on at least 9 out of 10 consecutive probed opportunities per week for 3 weeks.
Example 2
Complete Work Tasks:
Presented with 2+ non-preferred, mastery-level work tasks and the verbal performance demand to choose and complete one, Client Y will independently and accurately finish her selected assignment, in absence of self-injurious behavior display, on 80% of all weekly probed discrete trial data opportunities, for three out of four consecutive weeks.
Putting It All Together
Question The Technology
ALWAYS question the social significance, accessibility to resources, environment, and target mastery criterion (to include timeline) of each and every program.

Ultimately, the child, parents/caregivers, and those delivering the direct treatment service will know if a target criterion is reasonable or appropriate.
Humans make errors, even BCBAs!
(Be polite when questioning authority.)
Applied Behavior Analysis Staff Training
Written by: Megan Sullivan Kirby, M.Ed., BCBA, LBA
Director of ABA Services
Spectrum Transformation Group
email: mkirby@spectrumtgrp.com
April 24, 2015
Hands-On Workshop
Now, practice writing a goal with your partner.
Behavior Analysts will be on hand to coach you through the process.
Training Check-Out
1. Case Management- You can bill for case management for this time, 5 units per EPSDT client, as you "review and develop behavior definitions and program goals, objectives under the supervision of the program Director and Behavior Analyst."
2. BACB-Required Supervision- You are able to count this training towards your certification.
3. Make sure you sign the training log, and leave any forms requiring BCBA signature with Megan Kirby.
4.
All goals and objectives must be approved by the Director or Behavior Analyst prior to leaving the office today.
Data Collection Technique
Re-read the mastery and performance criterion.

Does it include a count or percentage?
How do you know when it's mastered?
How are you to report the data and graph it each week?

Example:
Shown a picture or visual and asked, "What is it?"
,
John will independently and accurately tact 50 different nouns by June 1.
-Cumulative record NOT percentage
-Note: Does not say "per week"
- Mastery= 50 nouns tacted with 100%
accuracy June 1.
Full transcript