PURPOSE: Development status for children with disability who receive early intervention services can be evaluated either by standardized test or individualized evaluation. The advantage of individualized approach includes the ability to present minor improvement due to intervention and the provision of client-centered service. Goal attainment scale is a 5-point scale to measure individual improvement due to intervention. The purpose of this study is to investigate the application of goal attainment scale in the evaluation of early intervention. SUBJECTS: Participants of this study include staff from the social welfare institute and professionals that provide services for the institute. Trans-disciplinary team model was employed in the evaluation. METHOD AND MATERIALS: Action research is used in this study to solve the clinical problem and to establish clinical model and theory. The researcher designed an individualized family service-recording sheet according to the frame of goal attainment scale. The participants of the trans-disciplinary team were trained to use the recording sheet. Team meetings were held to discuss the revision of the recording sheet. RESULTS: The -2, -1,0, 1,2 format of goal attainment scale was modified to 1,2, 3, 4, 5. 1 represented the current condition of the child. 2, 3, 4, 5 represented the target behavior within 6, 12, 18, and 24 weeks respectively. The professionals found that limit of four intervention goals could danger the treament planning. Filling all the stages of the goal was hard for the professionals. Sometimes the goals they set were either multi-purposeful or replaced by developmental concept and training. The professionals of the team were also confused whether the goals should be quantitative or qualitative oriented. CONCLUSIONS: It was concluded the mission of trans-disciplinary team was to set an integrated goal for the child. Each professional could have discipline-based goals according to the integrated one. The goals should be limited with four. The team had to decide the ladder of difficulty for each stage of the goal. Developmental curriculum could be used to guide goal setting. The goal should be both quantitative and qualitative.
關聯:
特殊教育研究學刊 26:109~125 Bulletin of Special Education 26:109~125
