Moondog and other fab peeps., help with SMART targets

[debs40]

On another thread, we've been talking about the importance of SMART targets.

I want to pick your brains on those just handed to me by school who are, I have to say, really trying now there is a SA. We have very eager to please new teacher too.

However, although writing target is nice and specific (and relates to specific letters), the others are very broad and I'd like help to re-frame them.

They are:

Target 1 - to discuss and listen to differing points of view

Success - to engage in discussion with peers, giving and listening to different points of view

Target 2 - to organise self independently at the start/end of the day (something that's not been achieved in last 3 years!)

Success - organises things at start and end of day qwithout support on 5 consecutive days

Target 3 - To increase visual/auditory memory

Success - able to remember more than 5 things on 3 consecutive occasions

Now I know what is wrong with them - they are not SMART! But I want to be supportive and encouraging as they are trying to focus on the key issues and his new teacher wants to do the right thing.

The LA SALT has said she will write some targets and I don't not what they'll be, but the teacher wanted to see meabout these after the hols. Anyone got any suggestions for breaking the targets down? That is what I find hard.

I confess to being confused by the term 'social communication'.
What is communication if not social?

'ABA has created a market of children for whom there is now very little provision.'

I think you could look at it another way in that families who have used ABA have expectations that are not met by current provision but, in view of growing demand, will have to be.

MSc in ABA students all need a project and the issue is finding them (it astounds me, the contrast between fizzing energy and passion of such people compared to dull apathy of many in SEN system)so you need to market your propsition to interested parties. Cantact unis doing the MSc in ABA and tell them what you think needs researching and offer your ds.

Another good reason for coming to do the PT module!

Hmm, I see what you mean about social communication. I suppose I was just taking the one area of the triad where ds' problems seem to lie mostly.

His communication is disordered and requires decoding, - although pretty much everyone can decode it as it is logical and clear, so it is staying disordered iyswim.

i.e. ds: 'why do you want can I have the mummy go in the kitchen please?'

me: 'I don't know ds, why?'

ds 'because do you want to have the dinner!'

I'm not denying its use as a term-it is bandies about by many people but to me it is tautology.

Yes, veey disordered but as you say, clear logic there. I have worked with many similar children.

bump-
there are so many amazing resources/ links/ ideas/ excerpts of knowledge on this thread, I need to read it again when I'm not so sleep...

Yes Moondog and his HANDLE (involves tapping the brain to release neurons apparently) SALT wants him to learn ONE animal in 3 different contexts by Christmas.

Star - how on earth did you crack 'rigidty of thought' - and how do you know you have cracked it?

(Only asking as this is one thing my 10 year old definately suffers with. For example he had an 'incident' at school because a boy was teasing him by repeatedly saying 'chickens live in the sea'.)

Indigo It isn't cracked, but it doesn't at the moment interfere with his learning. We focus massively on generalisation and spot and extinguish any repetative behaviours as well as tell lots and lots of jokes. He's almost 4.

He'll need lots of work on it and support as he grows and develops, but we will try as much as we can to keep it in check AS he develops.

I suppose what I mean is, currently, for his age and peer group, we have it under control to a level that it doesn't prevent peer interaction or learning.

'HANDLE (involves tapping the brain to release neurons apparently)

words fail me (and taht doesn't happen often)

I've just read the CQS3 (now avaiable online without membership ?) in detail and I can't see where HANDLE would fit in.

In fact, it's made me feel quite ill seeing the difference between the standard we should have been getting all these years and the actual provision.

It has made me think I'd quite like to be a SALT, where before I thought they had the most boring and unsatisfying wooly-waffle job in the world (sorry).

HANDLE doesn't fit in at all!
An (ABA) friend and I had a look at the HANDLE website last night and had it not been so sad for you we would have been in fits of giggles at their 'research'.

A disgrace.

Ask her to explain to you how it is EBP.

CQ3 online to all eh? Good.
Yes, it's all good stuff what it says so peopel need ot use it to get what they want.

SALT is like any job. It's what you make of it.
I love it, always have but I love it 1000% more now I know how to design intervention properly and evaluate progress and that, more importantly, I can teach those who really matter (namely the army of assistants) to do this to a very high standard.

To be fair to her Moondog, she hasn't mentioned the HANDLE. I only know about it because when looking for an independent SALT I came across her blurb.

Still, a SALT that goes in for that kind of stuff isn't really appropriate to work with a child who is/has been on an ABA programme or any child

I (personally) speaking would run screaming in the opposite direction if anyone with such a background came anywhere near my child.

LOvely message in the homeschool book informing me that the TA has met with the SLT to set the next lot of targets and I'll be given a copy shortly.

No mention of my opinion or anything.

Hopefully will be sorted as soon as I mention independent SALT as I understand they HAVE to work together.

It's very silly.