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In writing annual goals, both academic and non-academic, it is
important to include three components:
- the area of need,
- the direction of change, and
- the level of attainment.
In addition, it is critical to relate it to the functional task
that the child needs to complete. For instance, a technically correct
annual goal might be, "Bobby will activate a single switch
75% of the time." However, it fails the "So What?"
test. Why is it that you want Bobby to activate a switch in the
first place? What will he accomplish? To operate a toy? To operate
a computer? To call for help? To greet a friend? If we always relate
the use of the technology to a functional outcome, we will avoid
the mistake of focusing on the equipment as an end in itself rather
than a means to an end.
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Bobby will turn several items on with
a single switch without prompting 75% of the time in
order to participate in routine group activities. Items
include a Big Mack for greeting and an adapted tape
recorder for singing/story time participation and others.
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Special
Education
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Frequency
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Duration
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Location
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Participating in
daily circle time activities
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Daily
during
class activities
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One
semester
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