Writing Meaningful Objectives begins with Meaningful Assessments

1. Writing Meaningful Objectives begins with Meaningful Assessments! Various assessments used in District 1 include: VACG, PACG, Becker, Custom, ALS, FISH, CALS, ADS�.Etc.

3. Deciding on an Objective Is the proposed objective based on functional importance and/or personal desire? Can this need be addressed in the day program? How will the consumer�s life be affected by mastering the need? (Such as gaining further independence, etc.) Is there an appropriate follow-up objective?

4. Writing the Goal Does the goal match the current Day Treatment Plan? Is the goal broad, such as �Improve Self Help Skills,� or �Improve Endurance,� etc.? Does the goal match the authorized service?

5. Writing the Objective Avoid Monitoring-type Objectives Monitoring: �Consumer will attend day program daily.� Possible Alternative: �Consumer will state # reasons why good attendance is important. Is the objective stated as to what the consumer will be able to achieve following training? Example: John will independently complete assigned task within specified time period. NOT: John will learn how to complete assigned task within specified time period. (�Learn� cannot be measured.)

6. Objective Verbs Vague verbs such as "understand," "know," or "learn about" should be replaced with more specific verbs. The list that follows provides some of the verbs appropriate for use with the statement "At the conclusion of this lesson you will be able to:" List Identify State Describe Define Solve Compare and Contrast Operate (with exceptions)

7. For an example of how behavioral objectives can be developed, let's assume that we are creating a training program for receptionists. The goal of the program is simply to train people in proper phone use. What might the specific tasks and associated learning objectives include? An example of a poorly defined objective is: In this course you will learn how to operate the phone and properly communicate with callers. This statement is not an objective but a description of the course contents.

8. Other examples of poorly written objectives are: After completing this course you will be able to: Operate your phone Know how to greet callers Understand the procedure for transferring a call These objectives do not indicate observable behaviors, making assessment of their mastery impossible. How does one know if someone knows or understands something? What does it really mean to operate the phone?

9. The following performance objectives are good examples of the use of observable behaviors. After completing this course you will be able to: Place a caller on hold Activate the speaker phone Play new messages on the voice mail system List the three elements of a proper phone greeting Transfer a call to a requested extension

10. These objectives are built around very discrete tasks. Instead of the vague objective to "operate the phone," the learner knows exactly what is expected for successful operation - namely, using the hold feature, speakerphone, and voice mail system. More importantly, these behaviors are observable. A student can be watched as he activates the speakerphone or listened to as she describes the elements of a good phone greeting.

11. For Pre-voc objectives� If pre-voc consumer, is the objective non-specific to task? Example: John will successfully complete assigned task within given timeframe. NOT: John will successfully mop cafeteria in 15 minutes or less. Mopping would be listed as an activity to meet the objective. Other tasks that could be listed in activities may be sweeping or assembling widgets, etc.

12. Remember� With pre-voc consumers, they are learning general skills in order to prepare them for a job that may or may not involve mopping (for example.) For this reason, it is more important that the consumer is able to successfully complete a given task � ANY given task, not a specific one.

13. Single Behavioral Outcome Objective should have ONE behavioral outcome. A good indicator of a dual objective is if the word �and� is used. Poor Example #1: Mary will independently state her phone number and address. Better Example #1: Mary will independently state her personal contact information. Poor Example #2: Mary will independently wash her face, brush her teeth, and brush her hair. Better stated Example #2: Mary will independently complete hygiene routine.

17. Alternative Objective for Scenario #1 Goal: Improve Money Management Skills Objective: Independently Identify the correct value of change up to $1.00 Training Method: Consumer will be asked to state the monetary value when presented with random amounts of change each day, not to exceed $1.00. Notate the actual amount daily beneath the + or � documentation.

19. Collaborate Don�t hesitate to contact a counterpart in another agency for ideas or constructive criticism. We are all working toward the same goal�.Which is to provide meaningful training with positive outcomes for the consumers.

20. General Tips to Ensure Professionalism and Policy Compliance Copies are clean and legible. Handwriting is legible. Current Month and Year is provided at top. Monthly percentage is totaled and notated in proper section. Future action is decided and notated Projected Completion Date has not expired. Progress criteria is not set too high�.or too low. Time In/Out coincide with Attendance Log

24. DDSN�s Mission What We Do Assist people with disabilities and their families through choice in meeting needs, pursuing possibilities and achieving life goals, and minimize the occurrence and reduce the severity of disabilities through prevention. http://www.state.sc.us/ddsn/