Enhancing Communication Skills in a Child with Autism Spectrum Disorder: SMART Goals and Activities

QUESTION

Using the assessment information provided, you will write 5 goals that would be appropriate for the client and then plan an activity for each goal. Keep in mind language development and early intervention service models. Your goals should be written using SMART criteria. S = Specific (name your target behavior) M= Measureable (give a criteria for when the target goal will be considered mastered) A = Attainable (make sure it is appropriate for the client) R = Realistic (is this something the client can achieve?) T = Timely (list a time in which the client will do this – short term goals should not take months) Here are two examples for autism spectrum disorder: (These goals will be focused on the targets for the child.) The client will follow engage in joint attention with an adult 3 times during a session given moderate cueing over 3 sessions. (Notice that goals can be written in other ways that percentages. You can do amount of time, number of times a target will be completed, etc.) And The child will identify pictures of common objects given a verbal and gestural cue from clinician in 70% of opportunities across 3 sessions. Assessment Information: Joey is a 4 year, 2-month-old male who lives with his mother, father, and three older siblings. Joey was recently diagnosed with ASD Level 3 (most support needed). He was referred to speech therapy to increase his communication skills His hearing is within normal limits. His oral mechanism revealed a system that is intact for speech. He did not participate in standardized language testing. At the time of assessment, Joey consistently said 4 words, "help, no, car, ball". These were used appropriately. He leads caregivers to the objects he wants or attempts to get them himself. He enjoys playing with cars and balls. He has little interaction with his siblings or peers. When he does interact, he pushes them or tries to take toys from them. He has difficulty following simple commands and play routines. The family wants to help Joey find a way to communicate his wants and needs and to help alleviate his frustration and challenging behaviors.

ANSWER

Enhancing Communication Skills in a Child with Autism Spectrum Disorder: SMART Goals and Activities

Introduction

In designing intervention goals for Joey, a 4-year, 2-month-old male diagnosed with Autism Spectrum Disorder (ASD) Level 3, the focus is on improving communication skills to alleviate frustration and challenging behaviors. The goals are framed using the SMART criteria, ensuring specificity, measurability, attainability, realism, and timeliness.

Goal 1: Increase Vocabulary Expansion

SMART Goal: Joey will independently use a minimum of 10 functional words to express his wants and needs within the next 10 weeks.

Activity: Implement a structured play session using Joey’s preferred toys, such as cars and balls. Introduce new vocabulary by labeling the objects during play and providing positive reinforcement when Joey attempts to use the words. Gradually increase the complexity of the vocabulary as Joey demonstrates progress.

Goal 2: Improve Joint Attention Skills

SMART Goal: Joey will engage in joint attention with an adult at least five times per session, independently initiating at least two instances, within the next 8 weeks.

Activity: Use a visually engaging activity, such as a picture book or a puzzle, to encourage joint attention. Prompt Joey to share attention by pointing to pictures or objects, and reinforce his efforts with positive feedback and rewards. Gradually decrease prompts as Joey becomes more proficient in initiating joint attention.

Goal 3: Enhance Following Simple Commands

SMART Goal: Joey will follow three simple commands, such as “come here,” “give me the ball,” or “sit down,” with 80% accuracy within the next 6 weeks.

Activity: Integrate command-following activities into play routines. For instance, incorporate games like Simon says, where Joey can follow simple commands while engaging with preferred toys. Provide visual cues and modeling initially, gradually fading them as Joey becomes more independent in following commands.

Goal 4: Increase Peer Interaction Skills

SMART Goal: Joey will engage in parallel play with his siblings or peers for at least 5 minutes during structured playdates, with minimal prompting, within the next 8 weeks.

Activity: Facilitate structured playdates with Joey’s siblings or peers, focusing on activities that align with his interests. Use modeling and positive reinforcement to encourage parallel play, gradually increasing the duration as Joey becomes more comfortable interacting with others.

Goal 5: Improve Turn-Taking Skills

SMART Goal: Joey will take turns during play activities, such as rolling a ball back and forth or sharing a toy, for at least three exchanges with minimal prompting, within the next 6 weeks.

Activity: Incorporate turn-taking activities into play sessions, emphasizing the importance of sharing and waiting for one’s turn. Use visual aids and social stories to support understanding. Reinforce positive behavior with praise and rewards, gradually reducing prompts as Joey demonstrates increased proficiency.

Conclusion

By formulating SMART goals and corresponding activities, the intervention plan for Joey focuses on enhancing his communication skills, fostering joint attention, and improving social interactions. These goals are tailored to Joey’s current developmental level, ensuring that they are realistic, achievable, and aligned with the family’s desire to support his communication needs and reduce challenging behaviors.