#21 The Trick to Writing 'SMART'er Goals - Part 2
#21 The Trick to Writing 'SMART'er Goals - Part 2

#21 The Trick to Writing 'SMART'er Goals - Part 2

Umesh Rai

18 min
Knowledge
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<p>This episode is a continuation of the previous episode featuring Liz Lefebre and Amy Evans, both highly acclaimed practitioners of Precision Teaching. They highlight a thinking process of how to get precise when writing your goals. Combining measurable data in the SMART approach, practitioners can set even more attainable goals for the learners. </p> <p>HIGHLIGHTS</p> <p>02:14 Being Specific on what you’re teaching and what the students are supposed to do 06:59 Setting measurable frequencies 09:43  Making the goal Attainable within a given time.  11:44 Relevance of the goal 11:58 Timebound: How quickly can your score be achieved?</p> <p> GLOSSARY SMART-Acronym on how to pinpoint a goal. ( Specific, Measurable, Attainable, Relevance, Timebound). Pinpoint - A specific way of describing what a single countable behavior is.</p> <p>RESOURCES <a href='https://www.octavetraining.com/training'>Octave Training Website</a> </p> <p>Join our The ABA and OT Podcast Facebook Group to get access to the following resources:</p> <p>Facebook group link: <a href='https://www.facebook.com/groups/397478901376425'>https://www.facebook.com/groups/397478901376425</a></p> <p>EXTERNAL RESOURCES</p> <p><a href='https://www.o4rl.com/'>Organization for Research and Learning</a> </p> <p><a href='http://dradititheot.com/'>Dr. Aditi the OT Website</a> </p> <p><a href='https://www.facebook.com/groups/1410912539254423/'>The Databased OT Facebook Group</a></p> <p>QUOTES 02:54  When you’re looking at that goal, then you want to think about it and make sure that the language that you use is actually real, like behavior.</p> <p>09:13  When you’re using ‘percent correct,’ it could be anything and that leaves it up to the person that is in charge, whereas if you write a goal that says 8/10 across four days in a row, then it’s very clear what you’re looking for.</p> <p>10:16   For these small things you might be able to get that learner to practice it much more often without you necessarily being there. So, once you’ve established a beha

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