Goal Template

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OT Recommendations

OTD recommends 960 minutes per IEP year of Direct occupational therapy intervention, which averages out to about 120 minutes per month that school is in session; to be carried out in primarily a 1:1 format in the Virtual school environment. Small group intervention of a 2:1 format is recommended for no more than 20% of his total OT service-time, (if appropriate). Occupational therapy support will include developing Student’s visual motor coordination and fine motor skills to support his access to his education in the virtual school environment. Occupational therapy intervention will include strategies and supports for the recommended Occupational Therapy goals that follow.

Foundations to start from- Make it relevant to the client.

New occupational therapy goals 2016-2017

Virtual Goal SET 1

LTG: With or without a model, Student will demonstrate improved fine motor and visual motor integration skills by copying/writing a 9-word sentence (“The quick brown fox jumped over the lazy dogs.”), with correct: memory; case; letter formation; spacing between letters/words; placement for ascending and descending letters on the line, (within 1/16” of writing line); without reversals, with an overall score of 80% for improved classroom writing, as measured by therapist observation and work samples gathered 4 out of 5 non-consecutive trials. (Baseline: 0/5 trials for goal and all objectives)

STG1: Without a model, Student, will demonstrate improved fine motor dexterity and visual motor integration skills by writing the upper and lower case letters of the alphabet from memory using correct

letter formation, spacing, and line placement (within 1/16th of the writing line), with correct case and with appropriate placement for ascending and descending letters on the line, without reversals, with an overall score of 80%, as measured by the Handwriting Without Tears Screener and/or therapist observation and writing samples. (This goal can be measured triennially to quarterly with the administration of the HWT screener).

STG2: Student will demonstrate improved fine motor dexterity and strength to manipulate school supplies such as scissors/writing utensil, to move the object to a correct and functional position (eg. Correct finger placement for scissors/pencil grasp, skills for shifting fingers up/down a pencil or rotating a pencil between fingers to get into a functional writing position-using the thumb/middle/index finger on the pencil or pencil grip and maintaining the 4th and 5th digits in the palm) successfully at least 4 out of 5 non consecutive trials as measured by skilled occupational therapist or COTA observation.

STG 3: Given one verbal instruction, Student will develop typing skills to copy one sentence from an academic resource using a two-handed multiple finger typing approach, starting at home row, at a rate of 9 words per minute with 80% typing accuracy at least 4 out of 5 non-consecutive trials as measured by timed trial observations administered by OT or COTA, and/or data from typing program.

Virtual Goal SET 2

LTG: Given a model, Student will demonstrate improved fine motor and visual motor integration skills by copying/writing a 5-word sentence and writing the upper and lower case letters of the alphabet using good letter formation, good size, good spacing, and good line placement, with correct case and with appropriate placement for ascending and descending letters on the line, without reversals, for improved classroom writing, with an overall score of 80% to improve legibility and neatness, as measured by the Handwriting Without Tears Screener and therapist observation. (This goal will be measured triennially to quarterly with the administration of the HWT screener). (Baseline: 0/3 trials for goal and all objectives)

STG1: Given a model, Student, will demonstrate improved fine motor and visual motor integration skills by copying/writing a 5-word sentence and writing the upper and lower case letters of the alphabet using good letter formation, good spacing, and good line placement, with correct case and with appropriate placement for ascending and descending letters on the line, without reversals, for improved classroom writing, with an overall score of 80% as measured by the Handwriting Without Tears Screener and therapist observation. (This goal will be measured triennially to quarterly with the administration of the HWT screener).

STG2: Student will demonstrate fine motor dexterity and strength to manipulate school supplies such as scissors/writing utensil to move the object to a correct and functional position (eg. Correct finger placement for scissors/pencil grasp, skills for shifting fingers up/down a pencil or rotating a pencil between fingers to get into a proper writing position) using the thumb/middle/index finger only successfully at least 3 out of 4 non consecutive trials as measured by therapist observation.

STG 3: Given one verbal instruction, Student will copy one sentence from an academic resource using a two-handed multiple finger typing approach at a rate of 7 words per minute with 80% typing accuracy at least 2 out of 3 non-consecutive trials as measured by timed trial observations administered by OT or COTA.

Virtual Goal SET 3Student will legibly write all lowercase letters without reversals with 95% accuracy 2 out of 3 non- consecutive trials as measured by observation and work samples. Upon verbal request and given a model, Student will copy one sentence placing spaces between words with 80% accuracy 3 out of 4 non-consecutive trials as measured by observations and work samples. Upon verbal request and given a model, Student will copy one sentence writing letters that are clearly different in letter size (tall vs short) with 80% accuracy 3 out of 4 non-consecutive trials as measured by observations and work samples. In order to increase legibility and efficiency with written assignments, Student will type one sentence using two hands at a rate of at least 6 words per minute with 80% typing accuracy 3 out of 4 non-consecutive trials. Student will move the pencil to a writing position (shifting fingers up/down a pencil or rotating a pencil between fingers to get into a proper writing position) using the thumb/middle/index finger only successfully at least 3 out of 4 trials.

Virtual Goal SET 4

Student will write upper case and lower case letters of the alphabet with 80% individual letter legibility without the use of a model.Student will write the upper and lower case letters of the alphabet with 50% accuracy and no more than 3 reversals.Given a model, Student, will demonstrate improved fine motor and visual motor integration skills by copying/writing a 10 word sentence using good letter formation, good spacing, and good line placement, without reversals, for improved classroom writing and assignments, 75% of the time.

Virtual Goal set 5

Student will use technology to access his virtual classroom environment independently, including logging in to his class, opening classroom assignments, and typing in the chat pod at a rate of at least 7 words per minute with success at least 2 out of 3 opportunities as measured by observation or parent report.

(Baseline: 0/3 trials for goal and all objectives)

Given one verbal instruction, Student will sign in to his class independently at least 2 out of 3 non-consecutive trials as measured by parent report or observation.

Given one verbal instruction, Student will open his classroom assignment independently at least 2 out of 3 non-consecutive trials as measured by parent report or observation.

Given one verbal instruction, Student will copy one sentence from an academic resource using a two-handed multiple finger typing approach at a rate of 7 words per minute with 80% typing accuracy at least 2 out of 3 non-consecutive trials as measured by timed trial observations.

In order to facilitate increased attention/focus and, hence productivity, given a verbal instruction or visual schedule, Student will independently take regularly scheduled movement breaks throughout his school day at least 2 out of 3 scheduled opportunities as measured by parent report or observation.

Virtual goal set 6 (Beginners)

Given strategies, Student will demonstrate improved praxis and visual perception skills including spatial relations, form constancy, and figure ground, to improve writing and classroom skills, 50% of measured tasks, as measured by therapist observation, parent/teacher report and work samples.Student will move the pencil to a writing position (shifting fingers up/down a pencil or rotating a pencil between fingers to get into a proper writing position) using the thumb/middle/index finger only successfully at least 3 out of 4 non consecutive trials as measured by therapist observation. Student will print his first and last name with good letter formation, good spacing, and good line placement, without reversals, for improved classroom writing and assignments, 2 out of 3 non- consecutive trials as measured by therapist observation and work samples.Student will legibly write all upper case letters with good letter formation, good spacing, and good line placement, without reversals, for improved classroom writing and assignments, 2 out of 3 non- consecutive trials as measured by therapist observation and work samples.Student will copy/draw simple and complex shapes such as triangles, diagonals, rectangles, with good accuracy 4/5 non- consecutive trials as measured by therapist observation and work samples.

Long Term Goal: Given a visual model on the whiteboard, Dakotah will copy one sentence using appropriate letter size (clearly differentiating between tall and short letters) with 80% accuracy 3 out of 4 non-consecutive trials. Given a visual model on the whiteboard, Dakotah will copy one sentence using appropriate baseline placement with 80% accuracy 3 out of 4 non-consecutive trialsSTG 1: Dakotah will, from a model, type a list using a two-handed approach with no more than 2 verbal prompts to remind him to use two hands at least 2 out of 3 non-consecutive trial.STG 2: After given verbal instruction, discussion, and demonstration, Dakotah will print or type a simple “to do list” that may include steps to complete for homework or tasks tocomplete during occupational therapy with success 3 out of 4 non-consecutive

trials.STG 3: After verbal instruction and no more than 3 additional verbal prompts, Dakotah will complete 3 out of 4 simple tasks on a “to do list” 3 out of 4 non-consecutive trials.

LTG: Student will improve his productivity and access his virtual classroom environment independently, including having a body that is ready to learn, remembering sessions, logging in to sessions, opening classroom assignments, preparing supplies and materials at least 4 out of 5 non consecutive trials as measured by therapist observation, parent or teacher report.

STG 1: In the fine-motor/graphomotor domain, Student will be able to write 4 to 5 sentences of 7 to 10 words, with 80% accuracy for letter formation, size, height, and case within age-appropriate standards, as measured by therapist and learning coach, in 4 out of 5 non-consecutive trials.

STG 2: When typing, Student will be able to copy his spelling words using both hands with correct finger placement on keyboard for all letters with looking occasionally, with 95% accuracy on 4/5 occasions, as measured by therapist observation and scores on typing program.

STG 3: In order to facilitate increased attention/focus and, hence productivity, given a verbal instruction or visual schedule, Student will state options for sensory supports that will support him in maintaining his ideal zone for learning throughout his school day at least 2 out of 3 opportunities as measured by student or parent report and/or therapist observation.

Brick and Mortar Goal sets:Long Term Goal: Student will write upper case and lower case letters of the alphabet with 80% individual letter legibility without the use of a model.

STG 1: Student will write the upper case letters of the alphabet with 50% accuracy and no more than 3 reversals.STG 2: Student will write the lower case letters of the alphabet with 50% accuracy and no more than 3 reversals.STG 3: Student will cut within 1/8” of the line while utilizing helper hand at midline to rotate paper during cutting task on a 3-inch irregular shape for improved visual motor skills.

Given strategies, Student, will demonstrate increased visual perception skills including spatial relations, form constancy, and figure ground, to improve with writing and classroom activities, 85% of the time.given strategies, Student will complete puzzles and problem solving with spatial activities with good accuracy 80% of the time.

Long Term Goal - Using strategies and with verbal cues, Student, will demonstrate an improvement in visual perception skills including spatial relations, form constancy, and figure ground, to improve writing and classroom activities, 80% of the time.Long Term Goal - Given a model, Student, will demonstrate improved fine motor and visual motor integration skills by copying/writing a 10 word sentence using good letter formation, good spacing, and good line placement, without reversals, for improved classroom writing and assignments, 75% of the time.

Student will write the capital and lower case letters of the alphabet from dictation without case errors or reversals 75% of the time.

Student will print his first and last name with good letter formation, 75% of the time.

Student will copy/draw simple and complex shapes such as triangles, diagonals, rectangles, with good accuracy 4/5 trials.

Student will accurately discriminate between Left and Right directions with paper pencil tasks and/or physical tasks 3/5 trials.

Long Term Goals:Long Term Goal - Given a model, Student, will demonstrate improved fine motor and visual motor integration skills by copying/writing a 10 word sentence using good letter formation, good spacing, and good line placement, without reversals, for improved classroom writing and assignments, 75% of the time.Long Term goal - Student will write 10 words from dictation with print size no greater than 1/4 inch, with 80% accuracy for following the line and no more than 5% of sample with reversals and case errorsLong Term Goal: Given a model, Student will demonstrate improved visual/motor skills and fine motor skills by copying/writing 3 sentences with good spacing, good letter formation, and appropriate use of upper/lower case letters, for improved classroom writing assignments, 75% of the time.Long Term Goal: Given a model, Student, will copy/write 2, 10 word sentences with good letter formation, correct use of upper/lower case letters, and goodspacing, for improved classroom writing, 80% of the time.Long Term Goal: Given a model, Student, will copy/write 4 sentences with good letter formation and good line placement, to improve writing assignments in theclassroom, 85% of the time.

Long Term Goal: Given a model, Student, will demonstrate improved visual/motor skills by copying/writing a 10 word sentence using good letter formation, correct case, goodspacing between words, and good line placement, for increased success with classroom writing assignments, 70% of the time.Long Term Goal: Given a model, Student, will demonstrate improved fine motor skills and visual motor integration skills such as tracing/copying shapes and letters, cutting, and manipulating small objects, for improved pre-writing skills, 70% of the time.

Long Term Goal: Given a model, Student, will improve fine motor skills and visual/motor integration skills for, increased classroom writing skills, 70% of the time.

Long Term Goal: Given a model, Student, will improve visual motor integration skills, fine motor coordination, and visual perceptual skills for age appropriate activities, to improve classroom reading and writing skills, 75% of the time.

Long Term Goal: Given a model, Student, will improve visual/motor integration skills and fine motor skills by copying/writing a paragraph with good letter formation and good spacing, to improve handwriting skills, 75% of the time.

Long Term Goal: Given minimal cues and support, Student, will demonstrate improved fine and visual/motor skills by demonstrating age appropriate activities such as cutting, copying, and writing, for improved success with per-writing skills, 70% of the time.Long Term Goal: Student will demonstrate improved visual and fine motor skills by achieving the objectives below, 75% accuracy.

Long Term Goal: Student will demonstrate improved visual motor skills by printing upper case letters with verbal and visual cues with 75% accuracy

Short term goals:Student will trace/copy/write his name without reversals, using good letter formation and good letter sizing 4 out of 5 trials.

Student will color and cut within 1/8" of the line on a 3-inch square, 3-inch circle and 3-inch irregular shape for improved visual motor skills.Student will complete age appropriate visual perceptual activitiessuch as figure ground, visual spatial relations, and tracking/scanningwithout assist 80% of the time.Student will copy a cross, square, triangle and diamond with accurate sides and corners.Student will copy a paragraph from a sheet at his desk at a rate of 25 letters/ minute to improve the ability to take down written information at a rate comparable to peers (Average range for 3rd grade : 16-32 letters/ minute/ 4th grade: 45-51 letters/ minutesStudent will copy a square, triangle, and draw a representational figure with 6 parts 3 out of 5 trialsStudent will copy complex shapes with diagonals and intersecting lines 4/5 trialsStudent will copy complex shapes with diagonals, intersecting lines, andoverlapping shapes with minimal cues, 75% of the time.Student will copy complex shapes with intersecting diagonals andoverlapping shapes with good accuracy 4 out of 5 trials.Student will copy shapes with diagonals (triangles, diamonds) andshapes overlapping 4 out of 5 trials

Student will copy the capital letters of the alphabet with 50% individually legible and no more than 3 reversalsStudent will copy the lower case letter of the alphabet with 30% individually legible and no more than 3 reversals.Student will copy then independently draw a triangle for improved perceptual skills and visual-motor integration.Student will copy/draw simple and complex shapes such as triangles, diagonals, rectangles, with good accuracy 4/5 trials.

Student will copy/write 2 sentences using good letter formation, good spacing, and good line placement 75% of the time, with visual cues as needed.

Student will copy/write 2 sentences using good spacing 80% of the timeStudent will copy/write a 3 word sentence using good letter formationand spacing, without reversals 70% of the time.

Student will cut on a 6 inch line, cut on a curved line, and cut out a circle within 1/4 inch deviation, holding scissors correctly 3 out of 5 times.

Student will demonstrate improved fine motor coordination skills bycutting out a circle, square, and triangle within 1/8 inch deviation withsmooth controlled cutting lines 4/5 trials.Student will demonstrate improved prewriting skills by; writing his name, copying 5 words, and writing numbers 1-10, with good formation, good spacing, and without reversals.Student will demonstrate increased fine motor skills by completing ageappropriate fine motor activities such as mazes, connect the dots, tracing, and copying, 4 out of 5 trials.Student will demonstrate increased visual perceptual skills in the areas of figure ground, spatial relations, tracking/scanning, and visual discrimination with 75% accuracyStudent will demonstrate no more than 5% case errors or reversals from a writing sample.Student will draw a person that includes a body 80% of the time for improved perceptual skills.Student will draw a representational figure with 8-10 parts with good accuracy 4/5 trials.Student will identify 3 methods of checking for/ correcting letter reversals.Student will improve visual tracking/scanning activities such as mazes, connect the dots and letter finds with 80% accuracy.Student will write 10 words from dictation with 80% accuracy for sizing of ascending letters (h taller than n). (Baseline: 58% accuracy)Student will write 10 words from dictation with 80% accuracy for descending letter placement below the line (g hangs below line).Student will write 10 words from dictation with error rate for case errors no more than 10%. (Baseline: 19%)Student will write 10 words from dictation with error rate for reversals of no more than 5%. (Baseline 8%)Student will write 2 sentences with good spacing and good letter formation with 80% accuracy.Student will write 5 words (5-6 letters in length) from dictation with 60% accuracy for individual letter legibility and use of case, and 40% accuracy for placement of descending letters below the line (g hangs below line).Student will write 5 words (5-6 letters in length) from dictation with 60% accuracy for individual letter legibility and use of case, and 40% accuracy for sizing of ascending letters (h taller than n).Student will write 5 words (5-6 letters in length) from dictation with 50% accuracy for placement of descending letters (g hangs below line) for improved legibility.Student will write 5 words (5-6 letters in length) from dictation with 50% accuracy for sizing of ascending letters (h taller than n) for improved legibility.Student will write 5 words (5-6 letters in length) from dictation with 50% of the words legible with no more that 2 case errors, reversals or letter substitutions.Student will write 5 words from dictation with 60% of sample following the line (no "floating" words or crossing multiple lines)Student will write 5 words from dictation with no more than 5% of sample with case errors or reversals.Student will write 5 words from dictation with no more than 7% of sample with reversals and case errors.Student will write 5 words from dictation with print size no larger than 1/2 inch.Student will write a 10 word sentence using correct upper/lower caseletters 80% of the time.Student will write a 5 word sentence without reversals and with goodletter formation, 75% of the time.

Student will write his first and last name in cursive with good letter formation 70% of the time.Student will write his first and last name in cursive with good letterformation, 75% of the time.Student will write his first and last name in cursive with good letter formation 75% of the time.Student will write the capital and lower case letters of the alphabet from dictation without case errors or reversals (0% of sample).Student will write the capital letters of the alphabet from dictation with 80% recall and 80% accuracy for individual letter legibility (of those recalled) with no more than 2 case errors/ reversals.Student will write the lower case alphabet without reversals, usinggood letter formation 75% of the time.Student will write the lower case letters of the alphabet from dictation with 80% recall and 80% accuracy for individual letter legibility (of those recalled) with no more than 2 case errors/ reversals.Student will write 10 words from dictation with good letter formation and appropriate sizing without reversals 80% of the time.

Sensory goals

-  Sit and attend to a teacher-directed activity for 10 minutes with no more than 3 verbal prompts, 4/5 trials, following appropriate sensory strategies.

-  Attend for 10 minutes of circle time with no more than 2 verbal/physical prompts with or without sensory strategies, 3/5 days.

-  Copy 3 lines of written work from a vertical surface to a horizontal surface with no more than 2 errors or omissions 3 /4 trials. (To improve vestibular processing – should not be stated this way in IEP as we typically do not identify the goal is to improve the sensory processing)

-  Tolerate activities that involve various textures, such as paint, glue, sand, etc. without signs of discomfort, for up to 5 minutes with no more than 1 verbal redirection, 3/3 trials, using sensory strategies as needed.

-  Tolerate environmental noises (bells, sirens) without expressing discomfort and/or fear, 2/3

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opportunities, with no more than 1 verbal or physical prompt, using sensory strategies as

needed.

-  Maintain appropriate physical/personal boundaries between him/herself and others in line or

at circle time, with no more than 2 verbal or physical prompts, 2/3 opportunities, using

sensory strategies as needed.

-  Utilize sensory strategies as needed in the classroom to help calm his body when

participating in non-routine/non-preferred activities (i.e. transitions, assemblies), with 3-4

verbal or physical prompts, 4/5 trials.

-  Interact with wet, sticky textures (i.e. play-doh, paint, glue) during a 7-10 minute classroom

art activity without signs of aversion, with no more than 1-2 verbal prompts, 4/5 trials.

-  Print 3 sentences within lines without breaking pencil, 4/5 times, with no more than one

prompt.

-  Improve attention to sit in circle time for 10 minutes with no more than 2 prompts 4/5

opportunities.

-  Student will transition from student’s choice of activities to adult directed activities with no

more than 2 verbal prompts 4/5 times, with or without sensory strategies.

-  Follow classroom routine with no more than 3 verbal prompts for redirection 4/5

opportunities.

-  Participate in a 5-minute activity center with no more than two verbal cues 3/5 opportunities. -  Sit during circle time for 5-8 minutes with 3-4 verbal and/or physical prompts while utilizing

sensory strategies 4/5 opportunities.

-  Participate in an art/play activity using a variety of textures, without aversion, 4/5

opportunities.

-  Complete a 5-minute teacher directed activity given 1-2 verbal prompts, 4/5 attempts. -  Transition between activities with less than 3 verbal prompts using sensory strategies as

needed, 4/5 opportunities.

-  Keep hands to self during group activities (2-3 peers) for 30 seconds, 2/3 trials. -  Sit and attend to a teacher-directed task for 10 minutes with no more than 4 verbal prompts,

4/5 opportunities.

-  Will demonstrate improved body awareness by maintaining own space during circle time for

10 minutes, with no more than 2 verbal prompts, 4/5 days.

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Long Term Goal: Aaliyah will utilize sensory strategies, as needed, in preparation for and/or during sessions in the virtual classroom, to help calm her body during routine or non-routine/non-preferred school-related activities (i.e. tasks that require transitions, attention, figure ground, coordination, ideation, motor planning, visual motor coordination, sequencing and execution), to improve her understanding and improve her ability to carry-over and generalize education received, as measured by therapist, LC and/or teacher report, 4 out of 5 non-consecutive trials. BASELINE: New goal. Baseline is not yet established due to 0 out of 0 trials.

STG 1: Aaliyah will demonstrate improved proprioception, praxis and body awareness by maintaining correct posture during typing tasks and while performing therapy and other school-related tasks, with no more than 3 verbal prompts, as measured by therapist, LC or Teacher observation, in 10-minute intervals during LiveLesson sessions, in the Virtual classroom setting, on 4 out of 5 non-consecutive trials. BASELINE: Aaliyah can Her most noted difficulties include

STG 2: Aaliyah will demonstrate the ability to type words using the correct finger placement on the keyboard with 80% accuracy as measured by therapist observation and scores on typing program. BASELINE: As of the date of this report, Aaliyah is currently able to copy “the quick brown fox jumped over the lazy dog.” without looking at the keys in 1min, 15sec. She is able to copy “The quick brown fox jumped over the lazy dogs.” In 37sec. Her recent keyboarding lesson scores are as follows: Keyboarding: Lesson#40: 113sec., 12wpm,85%accur. Lesson#41:139sec, 15wpm,91%accur.

STG 3: Aaliyah will be provided fine motor/visual motor strategies and/or supports to decrease pain during writing and to improve line placement, as measured by Aaliyah demonstrating successful implementation of strategies taught on 4 out of 5 non-consecutive trials as measured by Learning Coach / Therapist and/or Teacher report. BASELINE: Aaliyah’s most noted difficulties include pain with writing due to tight pencil grasp and heavy pencil pressure after 4 minutes of writing; and difficulty with line placement (67 % of writing sample). She is able to redirect when given verbal cues, but she requires constant observation and verbal cues per LC report.

-  Select and utilize one self-organizing activity from a field of 3 choices, with 1 verbal prompt, 4/5 trials.

-  Complete a 2-step teacher directed activity with no more than 1 verbal or physical prompt 3/3 opportunities.

-  Follow movement routine to classroom song with no more than 2 errors on 3/3 occasions with 2-3 verbal prompts.

-  Tolerate various classroom textures with or without the use of sensory strategies, 4/5 attempts, with verbal cues only.

WHO Will do WHAT Under WhatCONDITIONS

HOWWell

By When Performance Area

Pt. will verbalize environmental cues for performance of activities of daily living (ADLs) and instrumental activities of daily living (IADLs)

with zero verbal cues

in _ weeks. ADL’s

Pt. will apply a waterproof covering over his/her wound

prior to taking a shower with SBAx_

for _ weeks.

ADL’s / Bathing

Pt. will sit unsupported to perform ue dressing with SBAx_

in _ weeks. ADL’s / Dressing

Pt. will demonstrate donning pants

using assistive devices with SBAx_

in _ weeks. ADL’s / Dressing LE

Pt. will walk 15 ft from his bed to the bathroom with a standard walker, bearing weight as tolerated on his right leg,

with SBAx_

in _ weeks Ambulation

Pt. will walk 200 feet using a single point cane to retrieve his/her mail

with SBAx_

in _ weeks. Ambulation

Pt. will demonstrate donning socks

with sock aid with SBAx_

in _ weeks. Assistive Device

Pt. will demonstrate use of an alphanumeric pager system to increase memory notebook use

Assistive Technology/ EADL’s

Pt. will demonstrate use of web-based interactive assistance for performance of targeted functional activity

Assistive Technology/ EADL’s

Pt. will demonstrate use of wrist-worn electronic device for community navigation

Assistive Technology/ EADL’s

Pt. will demonstrate using a simple e-mail interface with zero verbal cues

in _ weeks. Assistive Technology/ EADL’s

Pt. will demonstrate using computer-related activities designed to enhance participation in desired social roles

Assistive Technology/ EADL’s

Pt. will demonstrate using computerized memory orthoses for prospective memory

with zero verbal cues

in _ weeks. Assistive Technology/ EADL’s

Pt. will demonstrate using electronic aids for daily living (eadls)

Assistive Technology/

EADL’sPt. will demonstrate using mobile phones as

compensatory memory aidswith zero verbal cues

in _ weeks. Assistive Technology/ EADL’s

Pt. will demonstrate using pager systems for memory and planning problems

with zero verbal cues

in _ weeks. Assistive Technology/ EADL’s

Pt. will demonstrate using pda to remind client about therapy goals

with zero verbal cues

in _ weeks. Assistive Technology/ EADL’s

Pt. will demonstrate attention while processing therapy instructions

with zero verbal cues

in _ weeks. Attention

Pt. will demonstrate sustained attention during training for hemiattention disorder

Attention

Pt. will advance from following a 1 step verbal direction to a 3 step verbal direction

to improve sequencing and memory recall skills used in functional daily routines

4/5 trials in _ weeks. Cognition

Pt. will benefit from multidisciplinary cognitive rehabilitation

with zero verbal cues

in _ weeks. Cognition

Pt. will benefit from prospective memory training with zero verbal cues

in _ weeks. Cognition

Pt. will demonstrate errorless learning 4/5 attempts with zero verbal cues

in _ weeks. Cognition

Pt. will demonstrate establishment of goals valued by the client, combined with compensatory training and environmental adaptation

with zero verbal cues

in _ weeks. Cognition

Pt. will demonstrate memory rehabilitation utilizing restorative (visualization, mnemonics)

with zero verbal cues

in _ weeks. Cognition

Pt. will demonstrate participation in cognitive groups to achieve return to employment

Cognition

Pt. will demonstrate skills gained in awareness training while participating in functional task performance

with zero verbal cues

in _ weeks. Cognition

Pt. will participate in goal management training (gmt) with zero verbal cues

in _ weeks. Cognition

Pt. will participate in gross motor activities for attention CognitionPt. will participate in group-based cognitive

rehabilitationwith zero verbal cues

in _ weeks. Cognition

Pt. will sign a written contract to achieve short-term goals

Cognition

Pt. will use modified memory diary with a pair of pages for each day of the week (i.e., timetable and to-do list)

Cognition

Pt. will utilize organizational supports to reduce everyday memory problems

with zero verbal cues

in _ weeks. Cognition

Pt. will verbalize attention remediation programs for clients in the chronic phase of recovery

with zero verbal cues

in _ weeks. Cognition

Pt. will demonstrate learned compensatory (internal mnemonics and external aids)

with zero verbal cues

in _ weeks. Compensatory

Pt. will demonstrate learned compensatory approaches to cognitive rehabilitation

with zero verbal cues

in _ weeks. Compensatory

Pt. will benefit from environments that are graded to reduce structure and to increase distractions equal to real-life situations

with zero verbal cues

in _ weeks. Environment

Pt. will benefit from external change/adapt environment strategies for clients with mild-to-moderate impairments

with zero verbal cues

in _ weeks. Environment

Pt. will demonstrate participation with game format to learn information about tbi

Leisure

Pt. will follow a 2 step written direction

to pick out medications and put them in medication box

with zero verbal cues

in _ weeks. Medication Management

Pt. will follow 3 step verbal direction

to fold, sort and put away laundry while maintaining hip precautions

with zero verbal cues

in _ weeks. Orthopedic / Hip

Pt. will verbalize and demonstrate

3/3 hip precautions accurately when asked.

Orthopedic / Hip

Pt. will demonstrate improved endurance and strength

for postural control and upper extremity function by maintaining position for 4 minutes

with SBAx_

in _ weeks. Positioning

Pt. will demonstrate safe tub transfer

with SBAx_

in _ weeks. Positioning

Pt. will doff pull-over shirt 4/5 attempts

while demonstrating fair dynamic sitting balance

with zero verbal cues

in _ weeks. Positioning

Pt. will increase independence with adl’s by donning pull-over shirt, 3/5 attempts,

while seated with trunk support with SBAx_

in _ weeks. Positioning

Pt. will perform ue/le dressing

while sitting on a stable chair for 10 minutes,

with SBAx_

in _ weeks. Positioning

Pt. will push self up into quadruped position 2/2 trials and

maintain position while engaging in cause effect to7 for 2 minutes

with SBAx_

in _ weeks. Positioning

Pt. will benefit from behavioral approach using positive reinforcement

with zero verbal cues

in _ weeks. Psychosocial

Pt. will participate in intervention focused on perception of emotion on psychosocial functioning

with zero verbal cues

in _ weeks. Psychosocial

Pt. will participate in life skills training to increase community participation

Psychosocial

Pt. will participate in role-playing to achieve friendships and intimate relationships

Psychosocial

Pt. will utilize positive talk training with zero verbal cues

in _ weeks. Psychosocial

Pt. will verbalize self-determination model to address integrated self-awareness

with zero verbal cues

in _ weeks. Psychosocial

Pt. will verbalize home safety strategies

clearly and correctly with less than 3 verbal cues

in _ weeks. Safety

Pt. will benefit from social skills training with zero verbal cues

in _ weeks. Social Participation

Pt. will transfer to bedside commode

using adaptive equipment with SBAx_

in _ weeks. Transfers / AE

Pt. will move from kneeling to standing

as needed for up to 30 minutes performing gardening tasks

with SBAx_

in _ weeks. Transfers / IADL’s