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Module: Communication Across the Day for Complex Learners using AAC - Activity: DAGG-3 Goal-Writing

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04/22/2025 Added

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Activity: DAGG-3 Goal-Writing

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[00:00:00.000]so what we're going to do is we are going to choose one just one singular goal that is from
[00:00:17.800]the DAG 3 from each competency area that we are going to work on for our student and then the
[00:00:25.440]psychosocial one is how we are going to create that beautiful immersive environment or whichever
[00:00:32.900]that we're going to demonstrate a positive attitude towards it that we're not going to be
[00:00:36.700]afraid to fail that we are willing to go ahead and put ourselves out there so you guys get to
[00:00:42.800]create your team goal on that then the level of prompting yeah we probably have a couple of
[00:00:50.540]different levels of prompts that that our student is requiring
[00:00:54.920]for those emergent learners it might be more towards that modeling side of things though
[00:01:01.440]they they may be at a baseline of zero where where it is a brand new thing to them to try
[00:01:09.600]pecs or to try a speech generated device and so we need to just model just like those 10,000
[00:01:18.220]times that that we were modeled that vocal word before we said it.
[00:01:24.400]We are going to just work our hearts out at modeling modeling modeling in this mode of
[00:01:30.240]communication.
[00:01:30.900]Okay so then based off of that kind of the baseline of where you think your learner is at
[00:01:37.000]that's where you're going to go to your criteria of percentages or number of occurrences that we
[00:01:44.500]are going to want to encourage.
[00:01:46.520]So number of occurrences if we are modeling and just wanting the student to be
[00:01:53.880]showing any interest right in kind of having starting off in that joint attention portion
[00:02:00.220]what is our goal?
[00:02:02.300]What are the number of occurrences that we want to expose them to?
[00:02:08.140]And then out of those hundreds of occurrences that we are willing to expose them to
[00:02:12.980]would it be a win if they checked in with us five times out of a couple of hundred right?
[00:02:19.780]Yeah that would be a huge win.
[00:02:23.360]So for the criteria percentage or number of occurrence
[00:02:27.080]Make it really doable for your students. We don't expect 100% accuracy. We are working in baby steps. You eat an elephant one bite at a time. And so, we have to make things doable, right, for us and for the student.
[00:02:53.100]And then generalization to familiar, unfamiliar tasks partners are setting. So, we are going to go ahead and work through getting just one single goal on there from each competency area.
[00:03:09.080]Okay, so just take a quick, maybe three minutes, and have the team choose which goal you want to work on.
[00:03:23.080]What do you guys want to prioritize from each competency area?
[00:03:25.920]Just focus on a goal right now, because the next thing we're going to talk about is specifically how might we write that into an IEP?
[00:03:36.700]Yep.
[00:03:38.040]So, we'll get into a little more specifics about that in a few minutes.
[00:03:41.500]Megan, let's give them five total minutes. Do one minute per goal.
[00:03:48.800]Which goal do you guys want to prioritize?
[00:03:51.560]One goal across all of the five different competencies.
[00:03:56.560]Everybody able to come up with a singular goal for psychosocial for the team?
[00:04:01.840]Okay. If so, throw in chat.
[00:04:06.280]Yes, we're motivated. We're excited. We're ready.
[00:04:10.880]So, we have the goal.
[00:04:13.640]So, now, having a goal, personal goal for the student, right?
[00:04:19.640]And the whole team has worked together.
[00:04:21.540]But now, we know that it has got to go into the IEP, right?
[00:04:31.740]And so, Jessica is going to walk us through what that would look like on the IEP specifically.
[00:04:39.200]Jessica, I'm going to walk you through what that would look like.

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