Annual Educational Goal for Students with Autistic Spectrum Disorders Report (Assessment)

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An annual educational goal (Pierangelo & Guliani, 2008) is a combination of many long term goals. A study by Arieh & Miller (2009) shows that functional objectives are developed by combining the learner’s name, the behavior that is targeted, intervention conditions and an acceptable way of determining performance.

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The annual goal and the functional objectives have been formulated as shown below for this learner with ASD at K-12 school.

Statement of the annual goal

By the end of the year, Stella should be able to use the four basic mathematics operations in solving problems in mathematics.

In this case, the domain that was addressed by the goal was cognitive.

Functional objectives (Ben- Arieh & Miller, 2009)

Given ten mathematics problems in addition that are in the form of a double digit number or a triple digit numbers like 23+345= and the instructions given are “work out the following”, Stella will be able to answer all the questions and get at least 80% when the same questions are administered for four times during the mathematics class.

Given ten mathematics problems that require division of numbers (1-20) in the form 15/3 and the instructions given are “work out the following” , Stella will be able answer all the questions and get at least 80% of the questions correct when the same questions are administered for four times during the mathematics class.

Given ten mathematics problems that require multiplication of numbers (1-20) in the form 12 ×3 and the instructions given are “work out the following” , Stella will be able answer all the questions and get at least 80% of the questions correct when the same questions are administered for four times during the mathematics class.

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Learner identification

The name of the learner is Stella.

Behavior that is targeted

  • Given ten mathematics problems in addition that are in the form of a double digit number or triple digit numbers, the learner will be able to answer all of them and should get at least 80% of them correct.
  • Given ten mathematics problems that require division of numbers (1-20), the learner will be able answer all of them and should get at least 80% of them correct.
  • Given ten mathematics problems that require multiplication of numbers (1-20), the learner will be able answer all of them and should get at least 80% of them correct.

Conditions that are expected for behavior to be performed

  • The problems are to be solved on a worksheet of paper
  • The instructions are “work out the following”
  • The problems are to be solved during time for the mathematics class

Way of determining performance that is acceptable

The behavior should be repeated four times.

Factors that were considered while selecting this goal for the student

In selecting the goal, the learners’ strengths and weaknesses were considered. The following were the strengths and the weaknesses of the learner:

Strengths

  • The learner was able to perform addition and subtraction of single digit numbers by use of flash cards.

Weaknesses

  • The learner had a difficulty in adding numbers with more than one digit.
  • The learner was not able to solve division problems.
  • The learner had a difficulty in solving multiplication problems.

What makes the goal functional (Ben- Arieh & Miller, 2009)?

The goal is functional because the student has to play an active part by solving problems so as to realize the goal.

Long term goals of the students and how it relates to the annual goal (Ben- Arieh & Miller, 2009)

  • The learner will be able to add and to subtract numbers with more than one digit.
  • The learner will be able to solve division problems.
  • The learner will be able to solve multiplication problems.

The long term goals relate to the annual goal in that for the annual goal to be realized, these three goals must be realized first. In other words, each goal forms a part of the annual goal.

In conclusion, so as develop annual goals and functional objectives of a learner with autism, one must first identify the present status of the learner so as to formulate the target behavior expected.

References

Ben-Arieh, J. & Miller, H. ( 2009).The educators guide to teaching students with autism spectrum disorders. University of Michigan, Corwin press.

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Pierangelo, R. & Guliani, G. (2008). Teaching students with autism spectrum disorders. University of Michigan, Corwin press.

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"Annual Educational Goal for Students with Autistic Spectrum Disorders." IvyPanda, 20 Aug. 2019, ivypanda.com/essays/autism-assessment/.

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IvyPanda. (2019) 'Annual Educational Goal for Students with Autistic Spectrum Disorders'. 20 August.

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IvyPanda. 2019. "Annual Educational Goal for Students with Autistic Spectrum Disorders." August 20, 2019. https://ivypanda.com/essays/autism-assessment/.

1. IvyPanda. "Annual Educational Goal for Students with Autistic Spectrum Disorders." August 20, 2019. https://ivypanda.com/essays/autism-assessment/.


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