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Community
2013-01-02 15:15:03
How can I set appropriate goals?
Q-I have a teen with some developmental delays and we struggle accomplishing things from daily hygiene to school. I want to use the new year as a turning point for us. Can you tell me some techniques for setting reachable goals, motivating, and knowing when we have set goals too high or low?
A-Let me begin by saying that each child is different and will respond differently to different methods. I do have some suggestions for you though. Each goal should be individualized based on the child's needs as well as their comprehension level. It is imperative that the child be involved in selecting the goals. This will give them a sense of ownership. The goals can be broken down into attainable steps. For example if the child needs to work on getting ready in the morning, the goal can be broken down into several parts. The first goal may be for the child to get dressed on their own. After they have mastered that step, you can add another goal such as getting dressed then brushing their teeth. This will ultimately lead to the desired outcome of being able to get ready in the morning. Once a goal is met, you can move to a new goal. If the child begins having difficulties with previous goals they've mastered, you may need to add them again. It is important to remember that each child is on their own timeline and some tasks may take longer to accomplish. If the task seems to be too difficult, try to break it down into individualized steps, provide encouragement.
A schedule of tasks could also be helpful so the child can check off the tasks when completed, and gain a sense of accomplishment. The morning checklist could consist of eating breakfast, brushing their teeth, combing their hair, getting dressed, putting on their shoes and getting their backpack. This will not only give the child a reminder of what they need to do in the morning but can be fun for them to mark off.
A rewards chart could also motivate a child to continue working towards goals. When first started, the child could receive their reward if 70% of the time they complete tasks without difficulties. The percentage can continue to be raised until 100% completion is required for the reward. This could be used for various tasks throughout the day, including school performance.
Since you mentioned your teen has struggles in school, it would be beneficial to meet with their teacher(s) and possibly the school Individualized Education Plan (IEP) team to discuss their concerns regarding your child's difficulties. This would not only give you a better idea of the problems your child is having at school, but would allow you to work as a team to provide consistency. Many schools have individualized plans for each child. If they have a plan they feel is working at school, it could be adjusted and used at home as well. Teachers will often be willing to send home a daily progress report. This report can assist you with the rewards chart by determining if the child has met their daily goal for school. It is important to continue ongoing communication with the school so the child is reassured that the school and you are working as a team to support them in succeeding.
