Let’s look at our service system  Where are we now?  What is working and not working?  Where do we want to be in 2 years’ time?  Where do we need to be in a year’s time?  What are our next steps (what, who, by when)?

What frequently happens in the early days of outcome development 1. People are only setting outcomes that are easily reachable. 2. People are setting outcomes that don’t require any growth in order for them to be reachable. 3. People are setting outcomes that don’t have any steps involved. 4. People are putting a bunch of outcomes into one outcome. 5. Outcomes just basically suck for the most part. :)

When developing outcomes…  Specific– because vague outcomes are unlikely to be met.  Measurable– because this will show you when your outcome has been achieved and it will give you points to track progress along the way.  Ambitious– because achieving your outcome is not rewarding if it is too easy.  Realistic– because if your outcome is too difficult and unrealistic, you will become frustrated and fed up.  Time framed– because if outcomes are open-ended, there is no sense of urgency and you are likely to put things off.  Positive– because this helps you feel motivated; rather than focusing on what you are not allowed anymore, which can make you feel negative and deprived.

For the person who doesn’t use words to communicate  What are the person’s mood indicators – how do we know if they are happy, sad, bored or angry, frustrated or excited in different settings, at different times. How do we gauge likes and dislikes?  How does the person indicate choice or preference?  How does the person use eye contact?  What do other facial expressions mean? Are they obvious, like smiling, or something easier to miss?  Do they use different vocal tones?  When does the person fidget and when do they pay attention?  What does their posture mean?

People need to have a life of their own before they can have a dream of their own. ~ Michael Smull

Questions to ask when developing outcomes  What does the individual choose to do when no one else is around?  What preferences does the individual demonstrate throughout the day?  What would the individual most like to do?  What skills does the individual need to accomplish what they would most like to do?  What does the individual spend his/her free time doing?  How does the individual indicate his/her dislikes?  What seems to motivate the individual?  How does the individual learn new tasks?  What activities are completed independently or help the individual to be more independent?  Will the outcome increase the individual’s independence or improve his/her quality of life?  What is critical to maintaining the individual’s health, safety and quality of life?  Does the goal relate to what the individual wants to be doing/learning now?  Does the development of the identified skill enhance opportunities to develop friendships and social support networks? Always add…”And how do you know that?

Outcome example Outcome: I will increase my use of coping tools when I am feeling upset so that I can handle my emotions in a safe and healthy way. Support Considerations:  I would like my staff at both work and home to help me create a list of tools which I can use when I’m feeling upset.  I would like my staff to give me reminders to use these tools when I need them. Action Steps:  Staff from both sites will connect about preferred tools and review those with me.  I will post my tools around my work site and home, with staff assistance as needed.

Outcome example Outcome: I will increase my ability to address my feelings in a mature and responsible way so that I can get my needs met without experiencing negative emotions like anger, frustration and fear. Support Considerations:  I will have access to the things I need to address my needs on a daily basis, including a fax machine to contact my home manager, my phone to call staff for support and a journal. Action Steps:  Staff will teach me how to use the fax machine;  I will purchase a journal and a few pens and write in my journal when I am frustrated;  Staff will teach me how to use my phone and put my important numbers on speed dial along with identifying photos so I can recognize who I’m calling;  Staff will contact the CPI Team if I try to run away.

Outcome example Outcome: I will enhance my communication skills so that people around me can understand my wants and needs. Support Considerations:  People will communicate with me in a low, calm voice.  I will learn to use my TalkBar communication device. Action Steps:  Staff will teach me how to use the TalkBar through demonstration and repeated trials.  Staff will use the TalkBar to offer me choices so that I can see how it is used correctly.

Outcome example Outcome: John will establish a daily routine so that he can understand and know when he is to do his chores and attend appointments. Support Considerations:  Staff will assist John in developing a daily calendar;  John will manage his daily routine with staff support as needed, including any changes that may be necessary;  The calendar will reflect the consistency that John’s words and actions indicate that he needs and wants. Action Steps:  John and staff will build a calendar every week that includes both chores and preferred community activities;  John and staff will establish a functional sleep schedule for John and staff will encourage him to sleep at least six hours per night;  John will mark off his daily tasks on the calendar when they’re completed.