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DIR Goal Bank Handout
DIR Goal Bank Handout
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How did we develop the How did we develop the
DIR goal bank? DIR goal bank?
• We also recognized that in monitoring a large number • This goal bank is meant to be used as a
of faculty and students, goals and data would allow us guide to support the writing of DIR goals
to support timely advancement of each student’s for individual students. It IS NOT a
program. checklist or “step-by-step program.”
• Goals were developed by case, not globally by level.
We assessed each student within the framework of • Eventually, we would like to organize the
the levels and wrote goals based on their individual goals by NDD groups.
need • This goal bank is a continued work in
• After 10 years we began to compile all the goals into progress and more specific motor planning
‘level specific’ banks. These are organized in a and visual-spatial goals are needed.
developmental scope and sequence.
CURRICULUM AREAS that meet the State Core Curriculum Content Standards
Developmental Assessment
Sensory
Motor • Before a student enters the program all records are
Visual-Spatial reviewed by the interdisciplinary team. The family is
Social interviewed and observed interacting with the child.
Independence/Sense of Self
Cognitive • When a child enters the program, the interdisciplinary
Speech and Language team evaluates the student based on the FEAS (this is
Social Skills
Self help video taped for documentation), sensory and motor
Behavioral questionnaires and batteries, academic assessments,
Academic specialized programs (e.g., Lindamood Bell programs,
Visual and Performing Arts
Comprehensive Health and Physical Education Thinking Goes to School, etc.)
Language Arts Literacy • The student is also observed in the classroom to
Mathematics
Science evaluate their ability to participate, interact,
Social Studies communicate and think.
World Languages (if appropriate)
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Celebrate the Children
School for Children with Alternative Learning Styles
(SCALS)
Criteria Definitions
The Levels Example Skill: Child will sustain a role during symbolic or pretend play for 10+ minutes
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Sample Level 1 Goals Sample Level 1 Goals
• Child will increase ability to maintain self-regulation (calm and organized
state) and attention in non-demanding, non-overstimulating activity for at • Child will increase ability to maintain self-regulation
least ___+ minutes independently.
(calm and organized state) and attention when
challenged/during challenging activities for at least
• Child will improve ability to maintain regulation and attention when required to
process a range of visual perceptual information with minimal support.(e.g., a ___+ minutes with moderate support
child stays calm and organized while participating in a classroom or gym
activity that requires them to judge the distance between themselves and
others, requires them to walk down stairs or transition between different • Child will improve his ability to maintain regulation
surface levels, put an object in a specific place, etc.). Describe child’s specific when excited or under stress with minimal support
visual perceptual challenges:
• Child will improve ability to remain calm, organized and attentive when • Child will improve his ability to regulate thoughts and
experiencing a range of auditory input with minimal support. (e.g., child will ideas to increase state of shared attention with
increase the ability to stay calm and focused when hearing different sounds in
their environment such as people talking, water running, bells or timers going minimal support
off in school, music in the next room, etc.). Describe child’s specific auditory
integration challenges:
• CHILD will demonstrate increased “gleam in the eye” and • CHILD will improve ability to maintain engagement for ___+
enjoyment from interacting and engaging with adults minutes when challenged with cognitive task with moderate
support
independently
• CHILD will improve ability to maintain engagement for ___+
minutes when challenged in play with moderate support
• CHILD will improve timing and rhythm in social
interactions through intensive developmental
• Child will expand friendships and deepen the quality of his
interventions (CHILD is able to enter into a rhythmic back relationships with specific peers (evidenced by initiations and
and forth interaction (reciprocal emotional exchange) with sustained interactions with specific peers ___+ times per day
a peer with minimal support) independently)
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Sample Level 3 Goals Sample Level 3 Goals
• CHILD will improve his ability to lead an adult by the • CHILD will improve ability to initiate with an adult in
hand to initiate a social/play activity with minimal order to obtain a desired object with minimal support
support
• CHILD will improve ability to initiate with peer in order
initiate/to keep play interaction going with minimal
• CHILD will increase range of affect during intentional support
interactions (CHILD will increase overall intentionality
through use of appropriate tone and range of affect to
express different emotions in play and work with • CHILD will maintain ability to be intentional (open and
close circles, engage in two-way communication using
minimal support
gestures, initiate interaction) while filtering out
disorganizing stimuli in environment with moderate
• CHILD will improve ability to independently use a support
range of purposeful gestures (Pointing, waving over,
protest, etc.) to be intentional • CHILD will engage in positive interactions to get
attention from adults with minimal support
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Sample Level 4 Goals Sample Level 5 Goals
• CHILD will increase ability to express his ideas (e.g.,
• CHILD will improve ability to transition independently to routine I want to go outside) with minimal support
classroom activities with minimal support
• CHILD will expand on his ideas when prompted (e.g.,
• CHILD will improve his ability to use his motor planning in novel I want to go outside on the big slide) with minimal
situations/increase flexibility (Child will try a new physical action
given independently) support
• CHILD will improve his confidence and ability to start new or • CHILD will improve his ability to describe mental
unfamiliar activities (that challenge their motor planning) images when prompted using ___ descriptors with
independently and successfully moderate support
• CHILD will approach activities independently with confidence as
demonstrated by increased participation in both new and • CHILD will increase ability to build off of and
familiar activities, paired with positive affect and positive elaborate on other’s ideas in play with minimal
affirmations about self, support
(I did it!) __+ per day.
• CHILD will sequence ___ symbolic play ideas independently • CHILD demonstrates increased confidence in sharing original
ideas with others as demonstrated by child’s ability to share
• CHILD will express two ideas in play (e.g., Boy is sad. He got novel ideas in a group setting/ in play scenario ___ per day with
hurt) with minimal support minimal support
• CHILD will explore a range of emotional themes in play, • CHILD will improve ability to sustain symbolic play with a peer
(aggression, happiness, courage, etc.) with moderate support with minimal support for ___+ minutes per day
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Sample Level 6 Goals Sample Level 7 Goals
• CHILD will bridge emotional meaning to ideas by answering simple Multicausal /Triangular thinking
“Why” questions independently.
• CHILD will improve ability to answer “Wh” questions logically in • Can demonstrate triangular thinking in a social situation (in order to be
spontaneous conversation given with minimal support. friends with John who is Sam’s friend I can first make friends with Sam
to reach my goal)
• CHILD will improve ability to think abstractly and reason when
prompted (give reasons behind ideas and answer why questions with • Can make comparisons between two things (I like Peter better than
moderate support). Paul, crunchy peanut butter is better than smooth)
• CHILD will use reasoning to accept change, disappointment, etc. and
increase flexibility during interactions with minimal support • Can support their comparison with reasoning (I like Peter better
because he shares with me)
• CHILD will increase ability to describe ideas from imagination with
minimal support • Can rank people or objects on a scale stating preference (on a scale
• CHILD will expand on his pretend play abilities (use fantasy in play from 1 – 5 – 1 is my favorite song- 5 I like a little)
independently)
• Can demonstrate triangular thinking in academic concepts (In order to
• Through better regulation, CHILD will improve his ability to use
win the revolutionary war the US had to ally with France because
reasoning before acting with minimal support
France was the enemy of England which is the US enemy)
• CHILD will use reasoning to bring down anxiety/anger and support
increased regulation with minimal support • Can demonstrate the ability to think of 3 or more possible solutions to
• CHILD will connect 2-3 ideas logically in play and work the same problem
independently
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Sample of Specific Motor Planning and Visual- Celebrate the Children
spatial Goals from TGTS
(Wachs/Wieder) DATA COLLECTION PROTOCOL
• Goal: To Improve General Movement Thinking Skills Involving Body Mapping Monica G. Osgood/CTC/2002
• Objectives: A notebook containing the following documents will be used to monitor each student’s progress:
•While in a wheelbarrow position can perform the following variations • Goal data sheets for:
»Forward – Follow-the-child’s lead, semi-structured and Peer Floortime®
– Academics
»Backward
– Motor Planning/Visual-spatial
»Sideways – Self-help/Life Skills
»Navigate a maze of objects – Morning and Afternoon group goals
•Can lie prone on the floor and raise and lower specific body parts off the ground
– Language Goals
according to the sequence (5)they were touched in by staff member • Schedule/Sensory Diet
•While laying prone on the floor can “swim” moving arms and legs on the same side • Behavior Plan if applicable
of the body following a metronome rhythm
• Philosophy
• Goal: To Improve General Movement Thinking Skills involving Coordinated Action • Program Outline/DIR information
• Objective: • Assessments/Reports
•Can jump over a long jump rope as it is dragged across the floor with increasing • Notes to staff
pace
• IEP with individual goals
•Can jump over a long jump rope as spun by two people 5 times at a slow pace • Goal sheet listing all IEP goals with areas to log monthly progress, dates
started and dates mastered
• Language log
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Current Program Outline
Student #1 Case Study •Attends Celebrate the Children School
2005-2007 –Speech 2 x Individual
–OT 2 x Individual, 1 x group
–PT 1 x individual, 1 x group
Diagnosis: Autistic
–Personal Aide
–Daily Schedule includes:
NDD Group: Type I •Self Help and Independence
•Sensory Motor/Motor Planning
–Thinking Goes to School and other MP/VS Programs
Program Outline
Current Program Outline Follow the Child’s Lead and Semi-Structured Floor Time
Goals (Osgood, Blaszak, Romaine):
– Daily Schedule includes:
–1.Improve the ability to maintain regulation when under or
overstimulated with moderate support
• Academic Curriculum
–1.Improve the ability to sustain regulation while waiting her turn
– Houghton Mifflin Academic Curriculum/1st/2nd
with minimal support
Grade
– Visualize and Verbalize –2.Increase the ability to sustain the “gleam in the eye” during
interactions with minimal support
– Science and Social Studies adapted hands-on,
experience-based lessons –2.Maintain well regulated interactions with adults in non-
– Critical Thinking Logic Activities demanding, physical play for 10+ minutes with moderate support
• CTC Social Skills Program –2.Maintain well regulated interactions with peers in non-
• Follow the Child’s Lead and Semi-structured FloorTime demanding, physical play for 5+ minutes with moderate support
–2.Maintain well regulated interactions with adults in play while
being challenged to make decisions, use language and ideas for
10+ minutes with moderate support
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Program Outline Program Outline
• FT goals con’t •FT goals con’t
– 3.Increase meaningful gestures to show intent (uses gestures to make –5.Use language to express ideas with moderate support
desires known with minimal support)
– 3.Initiate physically with peers 3+ times per day with minimal support –5.Elaborate on ideas verbally (2-3 more verbal circles)
– 4.Use motor planning to problem solve independently in daily life and in when prompted with moderate support
interactions
– 4.Increase the ability to physically execute a sequence of 4-5 complex motor –5.Express basic emotions (happy, sad, mad, scared)
actions with moderate support using visual supports, language and affect with moderate
– 4.Make reliable decisions in play and during daily interactions with minimal support
support
– 5.Use spontaneous language (words, phrases, sentences) to be intentional –5.Verbalize causal factors that are causing her
in interactions with moderate support disorganization (head hurts, etc.) with moderate support
– 5.Verbally initiate with others 10+ times per day with moderate support
– 5.Calls names to get the attention of adults or peers 3+ times per day –5.Respond to emotions of others appropriately with
independently moderate support
– 5.Sustain 15+ verbal circles with a familiar adult with moderate support
– 5.Sustain 5+ verbal circles with a familiar peer with moderate support
–5.Sequence/imitate 3-4 ideas in symbolic play with
modelling and moderate support
Program Outline
•FT goals con’t
–5.Initiate 2-3 original ideas in symbolic play
with moderate support
Student #2
–5.Build off ideas/problem solve in symbolic Case Study 2001-2007
play with moderate support
–6.Answer Wh questions accurately with
moderate support (visual supports and multiple Diagnosis: Autistic
choice as needed)
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Current Program Outline Program Outline
•Follow the Child’s Lead and Semi-Structured Floor
•Attends Celebrate the Children School Time Goals:
–Speech 2 x Individual, 1 x small group –1.Maintain well regulated interactions (slow down speech,
listen to others, rhythmic back and forth) with adults for 20+
–OT 2 x Individual minutes with minimal support
–Personal Aide –1.Maintain well regulated interactions (slow down speech,
listen to others, rhythmic back and forth) with peers for 15+
–Daily Schedule includes: minutes with moderate support
•Self Help and Independence –2.Sustain engagement through a range of emotions and
activities (when engaging in non-scripted interactions) with
•Transition Skills minimal support
•Sensory Motor/Motor Planning –3.Initiate play with peer independently 3+ times per day
–Thinking Goes to School and other MP/VS Programs –4.Use motor planning to problem solve independently in daily
life and in interactions
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Program Outline
•Home Program
–Lindamood Bell MTWFS 4:00-6:00
Details to Include
–Thursday Drama Club
–Drama 2 x’s month after drama
in Your IEP
–Sports coaching Sundays 10:30-12:30
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Developing an IEP Developing an IEP
• Clearly Define DIR Goals as They • Include Specific Strategies and
Relate to Each Developmental Principles for Facilitating DIR
Level Goals
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Developing an IEP Developing an IEP
• Define Sensory Processing Support • Include all Locations Needed to
Systems (include sensory breaks, in-class sensory support, Implement the Program (e.g., FT area,
multi-sensory teaching strategies, the use of visuals and gestures
to support language, allowances for individual working styles such sensory support location, lunch bunch location, etc.)
as standing at the desk instead of sitting etc.)
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Developing an IEP Developing an IEP
• Define Details regarding the Child’s Facilitated
Peer Interactions (include Lunch Bunch, Recess, etc.)
• Cleary define • With who, where, how often, staff support, types of
all Materials interactions/activities
Needed to
Implement
the Program
(e.g., FT toys,
sensory support
equipment, etc.)
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Key Points to Remember
For our suggested reading list and The Goal is to Create a Program that
more
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