From assessment to an actionable individual plan

Start with what you can describe

Before writing a goal, define the skill, context and assistance involved in current performance. “Needs better communication” is too broad to serve as a baseline; describing how a child requests something during a meal identifies a starting point you can revisit.

Connect the goal to daily life

Ask: how will this skill help the child in an activity they care about or a routine important to the family? Connecting skills to use makes priorities clearer. Discuss priorities with the family and team rather than choosing skills detached from the child's day.

Define what you will measure before sessions begin

The measurement unit is part of the goal. It may be correct responses out of defined opportunities, a performance count, activity duration or response time. Keep the same unit and consistent conditions when comparing the baseline with follow-up, and record assistance alongside the result.

Place services and responsibilities alongside goals

The plan needs activities, support, a responsible person and review dates. Describing these elements helps everyone know what to do and record, and makes it possible to review the schedule against the child's needs and the team's capacity.

Review the draft before approval

An organized draft starts the professional work. The specialist reviews the suitability of the goal, criterion and services, adjusting them before approval and implementation. The system's wording alone is not a substitute for that review.

Make review a decision for each goal

At follow-up, review the evidence and measurement conditions. One goal may continue, another may need modification, and a third may close after meeting its criterion. Saving decisions and versions shows the team what changed and why.