Client Goals & Objectives

KNR 273Stumbo & Peterson, 2009 (pp. 328-333 MUST KNOW)

Austin, 2004

Melcher, 1999

Using Assessment Results to Create Client Goals/Objectives

The first step in developing goals & objectives is the assessment

Without an appropriate assessment, appropriate goals & objectives can not be written

Make sure clients know goals & objectives

Behavioral Objectives

Should not be attendance/participation

MUST KNOWUsed in all TR classesUsed in treatment planOn NCTRC exam

Behavioral Objectives

Must be so clear that 2 different people have no problem making the same decision of whether the objective was met/the behavior occurred!!!!!!!!!

Definitions

Goal = Broad statement of intent Should be client goal, not program goal

Objective = How to meet the goal Measurable description of performance the

client will demonstrate• A = actor• B = behavior (also called “performance”)• C = condition• D = degree (also called C = criteria)• Formula = C,ABD

Definitions

Condition = important circumstances or limitations under which the behavior will occur (what given, restrictions)

• On request…• When given a choice of three activities…• After completion of program…

Behavior = what client is expected to do Should be overt (what can be seen or

heard)

Behaviors

Austin: Only 1 behavior per BOEasier to measure Easier to meet objective

Stumbo & Peterson: Multiple behaviors or steps

Dr. Zahl and I will want only 1 behavior per BO

Definitions

Degree/Criteria = how know behavior was accomplished Evidence that objective is met

• Number of trials (3 out of 5 tries)• Level of accuracy (putt into circle)• Amount of time (within 10 minutes)

• DO NOT OVERUSE!!!!!!

• Percentages (25%)• Form (as described in Red Cross manual)• Procedures & characteristics• As judged by CTRS

Degree/Criteria

Dr. Zahl does not like “as judged by CTRS.

I do if part of other criteriaOn request, the client will make a

legal Ping Pong serve 3 out of 5 times, as judged by instructor.

For consistency in all TR classes we will not use “as judged by.”

Sample Objectives

On request, the client will make a legal Ping-Pong serve 3 out of 5 times.

• Number of trials

After completion of the Community Reintegration Program, the client will estimate the cost of a dinner and a movie, within $3.00.

• Level of accuracy

Sample Objectives

While engaged in a basketball game, the client will make 25% of attempted field goals.

• %

At the restaurant, the client will use proper table manners as outlined in the Manners and You book.

• Form

Sample Objectives

During a discussion group on the unit, the client will state 5 leisure resources within a 3 mile radius of the hospital.

• Level of accuracy

On request, the client will dress in appropriate clothing for a community outing within 10 minutes.

• Time

Example:Problem – Goal – Objective - Program Problem

Unable to identify benefits of leisure Goal

To increase ability to identify benefits of leisure involvement

Objective After one Leisure Awareness session, the client will

state benefits of leisure involvement, 3 out of 5 on Leisure Benefits handouts.

Program Leisure Awareness

Example:Problem – Goal – Objective - Program Problem

Lack of ability to initiate conversation Goal

To increase ability to initiate conversation with peer Objective

During Coffee Group, client will initiate a conversation with 1 peer for 4 out of 5 sessions.

Program Coffee Group

Example:Problem – Goal – Objective - Program Problem

Lack of ability to identify transportation Goal

To increase the ability to identify means of transportation

Objective Following lecture on available means of

transportation, client will list 2 means of transportation within 3 minutes

Program Transportation for Leisure

Goals/Objectives Could Focus On…

Leisure skill development – bowlingPhysical

• To demonstrate delivery of bowling ball

Cognitive• To demonstrate ability to score a game

Affective• To state feelings experienced while

bowling

Goals/Objectives Could Focus On…

Improve communication skillsPhysical

• To demonstrate how to shake hands

Cognitive• To demonstrate what to say when

introducing self to a peer

Affective• To state that communicating is important