Monday, August 24, 2015
Individual Service Plans
I was taught to write very unspecific plans. A typical Long Range Goal might be something like "Bob wants to live on his own." The baseline might be "Bob wants to go bowling." and the Objective might read "Bob will go bowling." Criteria, "Twice a week." The plan, "Staff will track when Bob bowls."
WTH? Seriously?
I'm not sure going bowling will help Bob learn to live on his own. And the fact that Bob wants to go bowling tells you nothing about his current skill level at bowling. An Objective of "Bob will go bowling" is not an Objective. What prevents Bob from going bowling now? How does a Criteria of "Twice a week" tell you anything about Bob's progress on his Objective? And seriously, the entire plan to teach Bob to go bowling twice a week is for staff to track when he goes?
Unfortunately I'm not exaggerating here.
How about, "Bob will go bowling as a form of exercise and entertainment" for a Long Range Goal. Something Bob might achieve on his own someday.
At this point, you might have to do a Task Analysis to determine all the individual skills that make up "bowling", and then determine which ones Bob can't do.
Baseline - Bob requires a direct verbal prompt 30% of the time to know when it is his turn to bowl.
This is Bob's current skill level... it's a basic skill he doesn't possess.
Objective - Bob will be able to recognize when it is his turn to bowl.
This is a specific skill that Bob needs to learn before he can ever bowl independently. He can do it sometimes; he needs to master this skill.
Criteria - Increasing the frequency to independently 100% of the time.
You can measure speed, accuracy, quality, or frequency. In this case, success will be when Bob waits for his turn 100% of the time on his own.
Plan - Instructional strategy: Prompting Hierarchy; 1 = Natural cue 2= Indirect verbal prompt 3= Direct verbal prompt 4= Failed trial.
Instructional cue: "OK, Bob, let's take turns here."
Functionality: By taking turns, Bob will be able to interact with his fellow bowlers in a more sociable manner.
Applicable curriculum: Taking Turns, Teamwork
Frequency and Duration: Two trials per week. Start each trial with the instructional cue and then follow the hierarchy.
Reinforcement: Social. Verbal praise. Use a continuous reinforcement schedule. Bob likes hearing the phrase, "Very nice, Bob".
Measurement and continuity: Staff will document Bob's progress in his tracking sheets each time the skill is worked on and in monthly ISP Review Worksheets. If Bob is unable to meet the Criteria for 30 consecutive trials, notify the Services Coordinator. At that time, we will either adjust the Criteria to meets Bob's current skill and motivation level or discontinue the Objective.
I hope you agree that a format something like this is more specific and easier for all staff to follow than a plan of "staff to track when Bob bowls."
If you would like more information on this style of writing plans (and I make no claims that this is the best way, it just a way that worked well for our clients), then check out my Individual Service Plan Guidelines book at www.mosscanyon.com. Hey, it's my blog, I can plug my products.
WTH? Seriously?
I'm not sure going bowling will help Bob learn to live on his own. And the fact that Bob wants to go bowling tells you nothing about his current skill level at bowling. An Objective of "Bob will go bowling" is not an Objective. What prevents Bob from going bowling now? How does a Criteria of "Twice a week" tell you anything about Bob's progress on his Objective? And seriously, the entire plan to teach Bob to go bowling twice a week is for staff to track when he goes?
Unfortunately I'm not exaggerating here.
How about, "Bob will go bowling as a form of exercise and entertainment" for a Long Range Goal. Something Bob might achieve on his own someday.
At this point, you might have to do a Task Analysis to determine all the individual skills that make up "bowling", and then determine which ones Bob can't do.
Baseline - Bob requires a direct verbal prompt 30% of the time to know when it is his turn to bowl.
This is Bob's current skill level... it's a basic skill he doesn't possess.
Objective - Bob will be able to recognize when it is his turn to bowl.
This is a specific skill that Bob needs to learn before he can ever bowl independently. He can do it sometimes; he needs to master this skill.
Criteria - Increasing the frequency to independently 100% of the time.
You can measure speed, accuracy, quality, or frequency. In this case, success will be when Bob waits for his turn 100% of the time on his own.
Plan - Instructional strategy: Prompting Hierarchy; 1 = Natural cue 2= Indirect verbal prompt 3= Direct verbal prompt 4= Failed trial.
Instructional cue: "OK, Bob, let's take turns here."
Functionality: By taking turns, Bob will be able to interact with his fellow bowlers in a more sociable manner.
Applicable curriculum: Taking Turns, Teamwork
Frequency and Duration: Two trials per week. Start each trial with the instructional cue and then follow the hierarchy.
Reinforcement: Social. Verbal praise. Use a continuous reinforcement schedule. Bob likes hearing the phrase, "Very nice, Bob".
Measurement and continuity: Staff will document Bob's progress in his tracking sheets each time the skill is worked on and in monthly ISP Review Worksheets. If Bob is unable to meet the Criteria for 30 consecutive trials, notify the Services Coordinator. At that time, we will either adjust the Criteria to meets Bob's current skill and motivation level or discontinue the Objective.
I hope you agree that a format something like this is more specific and easier for all staff to follow than a plan of "staff to track when Bob bowls."
If you would like more information on this style of writing plans (and I make no claims that this is the best way, it just a way that worked well for our clients), then check out my Individual Service Plan Guidelines book at www.mosscanyon.com. Hey, it's my blog, I can plug my products.
