Client Goals &
Objectives
KNR 273
Stumbo & Peterson, 2009 (pp. 328-333 MUST KNOW)
Austin, 2004
Melcher, 1999
Using Assessment Results to
Create Client Goals/Objectives

The first step in developing goals &
objectives is the assessment

Without an appropriate assessment,
appropriate goals & objectives can not be
written

Make sure clients know goals & objectives
Behavioral Objectives

Should not be
attendance/participation

MUST KNOW
Used in all TR classes
 Used in treatment plan
 On NCTRC exam

Behavioral Objectives

Must be so clear that 2 different
people have no problem making the
same decision of whether the
objective was met/the behavior
occurred!!!!!!!!!
Definitions

Goal = Broad statement of intent


Should be client goal, not program goal
Objective = How to meet the goal

Measurable description of performance the
client will demonstrate
•
•
•
•
•
A = actor
B = behavior (also called “performance”)
C = condition
D = degree (also called C = criteria)
Formula = C,ABD
Definitions

Condition = important circumstances
or limitations under which the
behavior will occur (what given,
restrictions)
• On request…
• When given a choice of three activities…
• After completion of program…

Behavior = what client is expected to
do

Should be overt (what can be seen or
heard)
Behaviors

Austin: Only 1 behavior per BO
Easier to measure
 Easier to meet objective

Stumbo & Peterson: Multiple
behaviors or steps
 Dr. Zahl and I will want only 1
behavior per BO

Definitions

Degree/Criteria = how know behavior was
accomplished

Evidence that objective is met
• Number of trials (3 out of 5 tries)
• Level of accuracy (putt into circle)
• Amount of time (within 10 minutes)
• DO NOT OVERUSE!!!!!!
•
•
•
•
Percentages (25%)
Form (as described in Red Cross manual)
Procedures & characteristics
As judged by CTRS
Degree/Criteria
Dr. Zahl does not like “as judged by
CTRS.
 I do if part of other criteria



On request, the client will make a
legal Ping Pong serve 3 out of 5
times, as judged by instructor.
For consistency in all TR classes we
will not use “as judged by.”
Sample Objectives

On request, the client will make a
legal Ping-Pong serve 3 out of 5
times.
• Number of trials

After completion of the Community
Reintegration Program, the client will
estimate the cost of a dinner and a
movie, within $3.00.
• Level of accuracy
Sample Objectives

While engaged in a basketball game,
the client will make 25% of attempted
field goals.
•%

At the restaurant, the client will use
proper table manners as outlined in
the Manners and You book.
• Form
Sample Objectives

During a discussion group on the unit,
the client will state 5 leisure resources
within a 3 mile radius of the hospital.
• Level of accuracy

On request, the client will dress in
appropriate clothing for a community
outing within 10 minutes.
• Time
Example:
Problem – Goal – Objective Program




Problem
 Unable to identify benefits of leisure
Goal
 To increase ability to identify benefits of leisure
involvement
Objective
 After one Leisure Awareness session, the client will
state benefits of leisure involvement, 3 out of 5 on
Leisure Benefits handouts.
Program

Leisure Awareness
Example:
Problem – Goal – Objective Program




Problem
 Lack of ability to initiate conversation
Goal
 To increase ability to initiate conversation with peer
Objective
 During Coffee Group, client will initiate a conversation
with 1 peer for 4 out of 5 sessions.
Program

Coffee Group
Example:
Problem – Goal – Objective Program

Problem


Goal


To increase the ability to identify means of
transportation
Objective


Lack of ability to identify transportation
Following lecture on available means of
transportation, client will list 2 means of
transportation within 3 minutes
Program

Transportation for Leisure
Goals/Objectives Could
Focus On…

Leisure skill development – bowling

Physical
• To demonstrate delivery of bowling ball

Cognitive
• To demonstrate ability to score a game

Affective
• To state feelings experienced while
bowling
Goals/Objectives Could
Focus On…

Improve communication skills

Physical
• To demonstrate how to shake hands

Cognitive
• To demonstrate what to say when
introducing self to a peer

Affective
• To state that communicating is important