Prioritizing Goals - Amazon Web Services

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>www.dpw.state.pa.us >www.dhs.pa.gov

Prioritizing Goals Systematic Skill Building Services

>www.dpw.state.pa.us >www.dhs.pa.gov 2

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• Uses evidence-based methods to help the participant acquire skills that promote the participant’s independence and integration into the community, which are not behavioral in focus.

• Possible skills include learning how to cook , using public transportation, managing money, participating in community activities, and learning reciprocal communication skills

Systematic Skill Building


• Skill Building Plan (SBP) Development

An evaluation of the participant’s abilities and learning style that is related to goals in the ISP.

The SBP should be informed by Applied Behavior Analysis

The SBP includes benchmarks for assessing progress toward the objectives and goals of the service.

The SBP must be developed within 60 days of the start date of the Systematic Skill Building component

Upon completion of the SBP, meet with the ISP team to explain the SBP to ensure all parties understand the plan, how to implement it, how to collect necessary data for evaluating the plan’s effectiveness, and the importance of its consistent application

Systematic Skill Building

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Implementation Responsibilities

• Parties identified on the SBP implement as trained

• Parties identified on the SBP collect data as specified on the SBP

• Skill Building Specialist provides direct and consultative services as specified in the ISP

• Skill Building Specialist reports progress monthly and quarterly


Assessments (e.g., SIBR)

Observation of participant

Determination of current level of abilities (baseline)

Collect informal data/information from significant team members (e.g. parents, SC)

What informs SSB of individual’s needs?

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Initially when services are added to plan

Quarterly and annually

As needed - when there is a change in person’s life – requiring a re-examination of needs and priorities.

• Example: Looking for job or when one is obtained (e.g., need to learn time management, making lunch for self, doing laundry to ensure clean cloths for work.

• Example: Diagnosis of diabetes (e.g., need to learn value of different foods –foods to eat and foods to avoid, how to read labels, portion control, need for exercise).

When are needs assessed, evaluated?


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• Meet with the ISP team to explain the SBP

• Train to ensure all parties understand the plan, how to implement it

• Train how to collect necessary data for evaluating the plan’s effectiveness

• Stress importance of its consistent application

Upon completion of the SBP


Implementation Responsibilities

• Staff/Family identified on the SBP implement as trained

• Staff/Family identified on the SBP collect data as specified on the SBP

• Skill Building Specialist provides direct and consultative services as specified in the ISP

• Skill Building Specialist reports progress monthly and quarterly

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Using Training Resources

Prioritize Goals

Utilize the Data Process

Team Communication and Collaboration

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Stages of Learning

1. Skill Acquisition – Can not perform skill/behavior

Goal: performing the skill or behavior with improved levels of accuracy, significant prompts or supports often required.

Outcome: “I’m getting it, got it!”


Stages of Learning

2. Skill Fluency: Can perform skill/behavior but not

quickly/easily or still prompt dependent.

Goal: Increasing the speed of responding, performing the skill smoothly

Outcome: “I’m smooth.”

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Stages of Learning

3. Generalization Can only complete skill one way or in

one /limited settings.

Goal: Retaining and using the skill or behavior consistently and outside of the instructional setting.

Outcome: “I can apply skill under a variety of real life conditions.”


4. Skill Maintenance: Can perform skill but need to

practice so that I do not forget how to perform skill.

Goal: Retain mastery levels of performance over a period of time.

Outcome: “I remember over long periods of time”.

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STEP 1- Prioritizing

- Is the skill a priority?

- Is the participant motivated to do the skill?

- Is it age appropriate?

- Is it meaningful and functional?

START

NO.

Stop and consider

other goals…

YES! (move to

next step….)


Prioritization Process

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• Will the skill be used sporadically or more frequently? Is it a priority? • E.g. ironing- do they wear a button down shirt to work

everyday or do they wear one twice a year when they go out to a nice restaurant

• Is it functional? • Does going to a coffee shop, sitting in the corner, and

playing on laptop actually mean you are socializing in the community?

• Is the skill important to the participant or to the staff/family member/someone else? How do you know?

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STEP 2- Skill Acquisition

- Has the participant

ever done the skill?

… Yes to step

1….

NO.

Skill Acquisition

YES! (move to

next step….)


STEP 3- Skill Fluency

Can the participant do the

skill independently?

Or with prompts?

… Yes to step

2….

WITH MORE THEN 3

PROMPTS

Skill Acquisition

INDEP. (move to

next step….)

WITH LESS THEN 3 PROMPTS

Fade from Skill Acquisition to Skill

Fluency

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STEP 4- Skill Fluency or Generalization

Have they done the skill for longer than a month

and can they retain it across settings, materials, etc?

No.

Skill Generalizatio

n and Maintenance

Yes.

Low priority-Consider

other goals.

Can the participant

perform the skill easily/ smoothly?

No. Skill

Fluency

Yes…


Skill Generalization and Maintenance

Two final important considerations in developing instructional programsand plans are the ability to use the skills across varied situations

(generalization) and the ability to retain the knowledge and to use the skill over time (maintenance).

an individual is able to complete a new skill in other settings and situations

other than where the skill was originally taught

an individual is able to complete the desired behavior over time, after the

behavior procedures have been removed or stopped

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Skill Generalization and Maintenance

Examples of Generalization Strategies:

When teaching Sally to use the next dollar strategy, instruction can take place in several different stores with various staff across instructional sessions.Using this strategy would not only increase her likelihood and ability to use this strategy in novel and different settings, but may also decrease her reliance on a specific staff person.

Examples of Maintenance Strategies:

Systematic review and practice of a skill (e.g., planning formultiple opportunities for conversation)Teaching the individual to self-monitor their behavior (e.g., checklist for a morning routine)Using permanent prompts (e.g., color coding microwave buttons)Shifting reinforcement from instructor directed to natural (e.g., praise from a co-worker)


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G4

Volunteer


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How to ensure you have all the information to do your job as a provider

• Have you visited the ASERT website (www.paautism.org)?

– Did you create profiles for the participants you support?

– Did you sign up to receive the ASERT monthly newsletter?

– Do you follow ASERT on facebook or twitter?

• Are you signed up on BAS list-servs (all providers and SC specific)?

– Are you receiving Admin Notices and Communications via the list-serv?

• Do you visit the online training platform (www.myodp.org) and save all pertinent documents and watch trainings? Do you participate in live training opportunities?

• Do you communicate with the Regional and Clinical Reps to ask questions and share participant concerns?

If you have questions on any of the above, please contact the Provider Support Mailbox ([email protected])

http://www.paautism.org/

http://www.myodp.org/

mailto:[email protected]

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Prioritizing Goals - Amazon Web Services