1. Goal-Setting Strategy Using Self-Determination Theory A Guide for Parents Self-Determination is the ability for an individual to make decisions in one’s life. Students with disabilities often experience difficulties with motivation and have a tendency to become frustrated because they are not provided with choices. Research has shown that… 1.When students are given the opportunity to make choices, it increases motivation 2.Providing choices in daily schedules has decreased behavioral challenges in students with either autism spectrum disorder or intellectual disability 3.Students who have been given choices work longer and are more persistent than students who were not provided choices Resources: http://www.imdetermined.org Promoting Self-Determination in Students with Developmental Disabilities by Michael L. Wehmeyer (2007) http://www.athealth.com/Consumer/disorders/selfdetermine.html This strategy is based on the strategy found in the following article: Kleinert, J., Harrison, E. M., Fisher, T. L., & Kleinert, H. L. (2010). "I Can" and "I Did" -- Self-Advocacy for Young Students With Developmental Disabilities. Teaching Exceptional Children, 43(2), 16-26.

2. This strategy is meant to be an extension of the goal-setting strategy that we practiced at school. Process 1.Assist your child in creating at-home goals using the completed “Making Goals that Work for Me” chart from school. They will create one goal for each of the three different types of goals: To help out around the house To be healthier Something they would like to learn during free time 2.Fill out the “My At Home Goals” chart using pictures (clip art, magazine photos) and place in a prominent place (e.g., the refrigerator). 3.Your child will work each day to achieve his or her goals. Some goals do not need to be accomplished every day (e.g., folding towels, making dinner) whereas some goals need to happen each day (e.g., drinking 2 glasses of water). 4.They will track their progress each day using on days where the goal is accomplished. Mark days where necessary goals were not completed with a /. See the example to the right.

3. Goal-Setting Strategy Using Self-Determination Theory A Guide for Educators Self-Determination is the ability for an individual to make decisions in one’s life. Students with disabilities often experience difficulties with motivation and have a tendency to become frustrated because they are not provided with choices. Research has shown that… 1.When students are given the opportunity to make choices, it increases motivation 2.Providing choices in daily schedules has decreased behavioral challenges in students with either autism spectrum disorder or intellectual disability 3.Students who have been given choices work longer and are more persistent than students who were not provided choices After demonstrating success of the goal setting strategy in your classroom or in a particular skill, it is important to plan for generalization to other settings or skills (e.g., reading, math, social skills). Generalization means that you are applying this strategy to other aspects of a student’s school or personal life. For example, if a student has shown progress setting and reaching a behavioral goal, they can then try setting goals in math. Ways to promote generalization: 1.Directly teach and model the strategy so that the steps are clear and understandable, eventually allowing the student to try the strategy with less direct support. 2.Once a student has reached their goal, the student will try creating a new instructional goal with any necessary teacher support. 3.Once the steps of the goal setting strategy become easier, the student may be ready to use the strategy at home, with the adapted resources, or in another instructional setting (e.g., art, music). Resources: http://www.imdetermined.org Promoting Self-Determination in Students with Developmental Disabilities by Michael L. Wehmeyer (2007) http://www.athealth.com/Consumer/disorders/selfdetermine.html This strategy is based on the strategy found in the following article: Kleinert, J., Harrison, E. M., Fisher, T. L., & Kleinert, H. L. (2010). "I Can" and "I Did" -- Self-Advocacy for Young Students With Developmental Disabilities. Teaching Exceptional Children, 43(2), 16-26.

4. 1. Mrs. Smith notices that Bobby, a student with an intellectual disability, struggles with completing activities and assignments. He does not appear to be motivated to complete his work, and often does not seem to know how to get started. He will sometimes initiate an activity, but usually lacks the follow through to complete it. She determines that Bobby needs help with goal-setting and making steps to complete a goal. She found the Goal Setting Strategy that will help Bobby create goals and monitor his progress towards them. 4. Then, Bobby and Mrs. Smith create an action plan using the, “Creating my Goal Action Plan” worksheet. On this worksheet, Bobby chooses one goal from the list of things he needs help with. Bobby chooses to learn how to tell time better. Then, he lists the steps that he needs complete in order to reach his goal. He also identifies obstacles that may get in his way, and ways he will overcome any obstacles. Finally, he will decide when he wants to achieve each step. 5. The final step in this process is using the weekly “Goal Chart” to track his progress towards his goal. It has a space for three things each day he can do to reach his goal, (e.g., pointing to and saying the hours on the clock three times per day) 6. Mrs. Smith also found it helpful that the Goal Setting Strategy has goal sheets designed for making “at home” goals as well. 2. First, Mrs. Smith and Bobby sit down and talk about the things that he likes to do and things that he doesn’t like to do. They also talked about things that Bobby is good at and things that he needs more help with. All of Bobby’s answers were recorded on the “Making Goals that Work for Me” worksheet. Bobby decided to put pictures on the worksheet, because he struggles with writing. Mrs. Smith provided Bobby with lots of small clip art images to choose from. 3. Next, Mrs. Smith and Bobby talk about people that can help him succeed. He used small pictures for the “People Who Can Help Me Succeed” Worksheet.

5. Making Goals that Work for Me Before you can set a goal, you must think about things you are good at and things that you could improve Things that I like to do Things that I do not like to do Things I am good at Things I need help with

6. People Who Can Help Me Succeed What if I have questions or obstacles while trying to create and reach goals? Who can help? People at HOMEPeople at SCHOOLPeople OUTSIDE of school

7. Date Did I do this? 1.______________ ________________ Did I do this? 2.______________ ________________ Did I do this? 3.______________ ________________ Monday, ________ Tuesday, ________ Wednesday, ______ Thursday, ________ Friday, ________ Weekend GOAL CHART Goal: _________________________________________ KEY: = yes / = no

8. Date Did I do this? 1.______________ ________________ Did I do this? 2.______________ ________________ Did I do this? 3.______________ ________________ Monday, ________ Tuesday, ________ Wednesday, ______ Thursday, ________ Friday, ________ Weekend GOAL CHART Goal: _________________________________________ KEY: = yes / = no

9. Creating my Goal Action Plan 3 steps needed to reach goal Possible Obstacles 1 step to get past obstacle When will this happen Step 1 Step 2 Step 3 GOAL:______________________________________________________ Choose one thing to work on from your “things I need help with” list

10. My At Home Goals With the help of your parents, choose three goals that you would like to work on at home To help out, I will…To be healthy, I will…In my free time, I will

11. DayTo Help OutTo Be HealthyIn My Free Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday My AT HOME Goal Chart: Look at your At Home Goals KEY: = yes / = no

12. Making Goals that Work for Me Before you can set a goal, you must think about things you are good at and things that you could improve Things that I like to do Things that I do not like to do Things I am good at Things I need help with SAMPLE laundry getting dressed basketball camping cooking shopping making dinner video games Telling time

13. People Who Can Help Me Succeed What if I have questions or obstacles while trying to create and reach goals? Who can help? People at HOMEPeople at SCHOOLPeople OUTSIDE of school SAMPLE mom dad teacher friends grandma grandpa

14. Creating my Goal Action Plan 3 steps needed to reach goal Possible Obstacles 1 step to get past obstacle When will this happen Step 1 Get a non-digital watch I do not have money and it may be expensive I could tell my mom what my goal is and why I need the money By Monday next week Step 2 Be able to tell someone what hour it is at least 3 times per day Sometimes I forget my numbers and struggle with counting I will practice two times per day counting to 12 and touching these numbers on the clock and on my watch For two weeks beginning Monday Step 3 Be able to tell if the minutes are “o’clock, thirty, quarter after or quarter till at least 3 times per day I don’t know where each of these spots on the clock are My teacher will put sticky note arrows on the classroom clock so that I can read them For the two weeks after the previous step GOAL:______I would like to be able to tell time better______________ Choose one thing to work on from your “things I need help with” list SAMPLE

15. My At Home Goals With the help of your parents, choose three goals that you would like to work on at home To help out, I will…To be healthy, I will…In my free time, I will Fold a load of towels each week Drink two glasses of water each day Help Mom make dinner on Saturday and Sunday nights so that I can learn how to cook. SAMPLE

16. DayTo Help OutTo Be HealthyIn My Free Time Monday Tuesday / Wednesday Thursday Friday Saturday / Sunday My AT HOME Goal Chart: Look at your at Home Goals KEY: = yes / = no SAMPLE