The ABA & OT Podcast #21 The Trick to Writing ‘SMART‘er Goals - Part 2

This episode is a continuation of the previous episode featuring Liz Lefebre and Amy Evans, both highly acclaimed practitioners of Precision Teaching. They highlight a thinking process of how to get precise when writing your goals. Combining measurable data in the SMART approach, practitioners can set even more attainable goals for the learners. 

HIGHLIGHTS

02:14 Being Specific on what you’re teaching and what the students are supposed to do
06:59 Setting measurable frequencies
09:43  Making the goal Attainable within a given time. 
11:44 Relevance of the goal
11:58 Timebound: How quickly can your score be achieved?

GLOSSARY
SMART-Acronym on how to pinpoint a goal. ( Specific, Measurable, Attainable, Relevance, Timebound).
Pinpoint - A specific way of describing what a single countable behavior is.

RESOURCES
Octave Training Website 

Join our The ABA and OT Podcast Facebook Group to get access to the following resources:

Facebook group link: https://www.facebook.com/groups/397478901376425

EXTERNAL RESOURCES

Organization for Research and Learning 

Dr. Aditi the OT Website 

The Databased OT Facebook Group

QUOTES
02:54  When you’re looking at that goal, then you want to think about it and make sure that the language that you use is actually real, like behavior.

09:13  When you’re using ‘percent correct,’ it could be anything and that leaves it up to the person that is in charge, whereas if you write a goal that says 8/10 across four days in a row, then it’s very clear what you’re looking for.

10:16   For these small things you might be able to get that learner to practice it much more often without you necessarily being there. So, once you’ve established a behavior then it’s just a matter of practice.

13:21  The mode of precision Teaching is that the learner is always right. If the learner is exhibiting a skill deficit or a certain behavior, it’s because of the conditions that are the contingencies that are in place, the environment, and the motivation. So, they’re right and it’s our job to change to fit their needs.

15:38  Part of the learner always being right is taking the right kind of data so that we can see if we’re making progress on a daily basis.