Transcript Setting Shorter Term Targets/Outcomes

Setting Shorter Term Targets/Outcomes
• Make sure that the targets
selected will be useful to the
child or young person and will
fit in with the overall long
term outcomes identified.
• Wherever possible involve the
child and young person and
family in the selection of
targets.
• When deciding on the
target/outcome, it is essential
to test out how well the child
or young person can carry out
the skill at the moment (if at
all) before you begin teaching.
Writing Outcomes/Objectives
Outcomes or target
behaviours should be
written in such a way that
they contain the following
elements:
• A statement of “who will
do what when”
• The conditions under
which the child or young
person is expected to
perform the task
• The criterion of success.
Who Will Do What
This means being clear about the
“what”. A helpful way of doing this is to
make sure you use an “observable
verb”. Outcome or target behaviours
should contain verbs like “says”,
“reads” “writes”, “points to”, “walks”.
Having written a target/outcome you
will need to ask yourself whether you
will be able to observe the child or
young person performing the task once
it has been mastered.
If you will not be able to do this, then
the chances are that you have not
included an observable verb and are
probably using a “fuzzy” instead such
as “increase his potential”. “become
more polite”, “understand money”.
The Conditions
The target/outcome should state the
following:
• The setting in which the young
person is expected to learn the
task; e.g in the classroom, the
home, the playground or at the
shop.
• The materials that are required
and how they will be presented.
• How the instructions are to be
given and by whom e.g teacher,
parent, teaching assistant,
verbally or with demonstration
• How much help, if any, will be
given
The Criterion of Success
• Having defined a
target/outcome, we must
also decide how well the
child or young person must
be able to do it. The
criterion of success is the
number of times the child
or young person must carry
out the behaviour/or the
level of accuracy required
before we all agree it has
been mastered.
Examples of short term targets/outcomes
•
Nimah will point to a 5p coin (from a
randomly arranged group of coins
containing a 1p,2p,10p, 20p and 50p)
when asked to do so by her teacher,
5 out of 5 times.
•
John will pull down his trousers and
pants in the toilet and urinate in the
toilet bowl, without help, when asked
“John, can you go to the toilet?” each
day for a week.
•
Wayne should catch the number 24
bus at 8.30 a.m near his house, pay
for his ticket, get off at the stop
outside school and arrive there at
approximately 8.50 am every day.
Matching Outcomes to Provision
Target: Elise will read CVC words with
80% accuracy at home and at school.
Provision: Daily 1:1 session of 30 mins
duration with a teaching assistant who
has attended an accredited dyslexia
course up to level 4. This to include a
minimum of 15 mins 1:1 teaching time
(plus 15 minutes preparation and
liaison.)
Target: John will using the concept of first
and last using sequencing cards with 80%
accuracy within school.
Provision: Daily 1:1 session of 30 mins
duration from a teaching assistant who
has attended a speech and language
course up to level 4. This to include a
minimum of 15 mins teaching time (plus
15 minutes preparation and liaison)
Thinking of Requesting a Statutory
Assessment?
Criteria 1: Provision
The child/young person has clear outcomes,
based on their and their parents aspirations,
relevant to the level of need. These have been
resourced appropriately from within the totality
of resources available to the school/setting.
Criteria 2: Co-ordinated approach
The child/young person’s needs have been
addressed through a coordinated approach,
including use of external services. All planning
has had the child/young person and family at the
heart in a person centred way.
Criteria 3: Exceptional, Severe and Complex Needs
that are Long Term.
The child/young person’s needs are significantly
greater than peers of the same age, are long term
and require specialist resources or provision to
achieve long-term positive outcomes.