Why isn't the success rate enough on its own?

The same percentage, different performance

Eight correct responses out of ten opportunities give an overall success rate of 80%. But a child who performed those responses with full physical assistance differs from one who performed independently. Read the result alongside assistance, not in isolation.

Separate assistance from the result

Record successes according to the assistance used in each opportunity. If all eight successes were assisted, overall success is 80%, while independent success is zero out of ten opportunities. This does not dismiss the learning that occurred; it makes the next step clearer.

Consistency needs a series of evidence

Performance in one session may be affected by the activity, time or environment. The team defines the number of measurements or sessions needed for the goal. Three consecutive sessions are an illustrative, configurable example, not a universal clinical rule for every skill or child.

Generalization connects the goal to use

A skill may appear with one specialist in one room. Following performance in appropriate contexts and with appropriate people helps the team understand where the skill is available to the child and where support is still needed.

Do not compare unlike units

An ordinal score on a skill checklist does not automatically become a success percentage. A percentage does not replace duration or performance count. Choose a clear unit for the goal, then compare measurements recorded using that unit and the same conditions.

Closure is a review decision

When the goal's conditions are met, the team reviews the consistency and suitability of the evidence before closure or moving to a new goal. Reducing assistance or expanding contexts may be the next goal, depending on the child's needs.