TRANSDISCIPLIN ARY GOALS (TDG) A team approach to setting goals in conjunction with related services for Individual Education Plans (IEPs). Kelly Kaiser Borning, MS, OTR/L Erica Norland, MOTR/L Lauren Spring, PT WHAT ARE TRANSDISCIPLINARY GOALS (TDG)? Team-based goals designed to address the students individual needs.

Goals are student-specific, not discipline specific Goals may include 2-3 or more professionals Better daily carryover Better team collaboration Educators and related service providers should discuss potential goals prior to the meeting. WHY DO WE USE TDG? Maximize performance in the school

setting. Better daily carryover. Better team collaboration. Appropriate utilization of related services (occupational therapy (OT), physical therapy (PT), and others). WHAT IS A RELATED SERVICE? Related services are designed to support academic performance and facilitate success in the school environment through an IEP. Occupational and physical therapy are

ALWAYS related services in an IEP. OT and PT services are available to support the educational goals but not be standalone services. WHO IS IN CHARGE OF TDG? The team identifies the students needs and comes up with a plan and goal to meet these needs. Needs that involve a related service (i.e., delay in fine or gross motor) will be supported by the appropriate professional. All members involved in that goal need to be working on that goal (taking data,

reporting progress in your area, including PLAAFPs and progress reports for your area). WHEN ARE TDGS APPROPRIATE? ALWAYS Best practice on a national level for schoolbased OT and PT is a transdisciplinary/team approach. The defining feature of a transdisciplinary team model in an education setting is shared responsibility for developing and then

implementing a joint IEPThis model is the most collaborative, and team members blend roles through a process of role release to share their knowledge and experience. (Clark, G.F. & Chandler, B.E., 2013) TDGS APPROPRIATE? CONT According to the Montana Office for Public Instruction (OPI): The IEP team should develop a discipline-free set of goals, easily understood language. The student-specific (not discipline-specific) goals are a result of a shared decision-making team process and professional collaboration. All therapeutic services must support one or more

of the students identified goals. YWCCSS Co-op supports this trend. EXAMPLE GOAL (PENCIL GRIP) GOAL: Student will hold a pencil using an age appropriate pencil grasp and maintain an upright posture 80% of the time when completing written work as measured by school staff, supported by OT and PT.

This goal would be under written expression. This goal is being measured by the teacher, OT, and PT, each looking at different areas. The educational component is the primary purpose (work completion) EXAMPLE GOAL (TRANSITIONS) GOAL: Student will display appropriate physical contact with others when transitioning 75% of the time as measured by school staff (or SLP), supported by OT and PT. Goal listed under self-help/independence, behavior, or speech/language

School staff works on monitoring behavior, social skills, safety. OT and PT works on body awareness (proprioception), sensory needs (fidgets, etc.) All take data and report in progress notes under this MAG EXAMPLE GOAL (CUTTING) GOAL: Student will use one hand to manipulate paper while cutting with the opposite hand for completion of short project (or 1 minute) on 75% of trials as measured by school staff, supported by OT and PT. Goal listed under self help/independence

OT is addressing hand strength, bilateral coordination, visual motor coordination PT is addressing core strength, body awareness, endurance School staff is addressing project EXAMPLE OF PLAAFP AND MAG EXAMPLE OF PROGRESS NOTE REPORTING DATA All parties involved with a goal should

collect and report data. However, the ultimate decision on overall progress of a goal is academic, so the teacher (SPED) will determine progress and/or mastery. SCHOOL-BASED OCCUPATIONAL THERAPISTS LOOK AT: Fine motor skills Hand strength, bilateral coordination, pencil grip

Visual perceptual skills Visual tracking for cutting, writing (spacing, baseline use) Self help skills Fasteners (zip coat, button/snap pants) Utensil use Sensory Provide

strategies for regulation at school SCHOOL-BASED PHYSICAL THERAPISTS LOOK AT: Gross motor skills Access to school environment Safe navigation (stairs, curbs, uneven surfaces, unexpected obstacles, etc.) Bus, playground, lunchroom, PE Strength to complete academic work Endurance

Core strength Motor coordination DIRECT SERVICE DELIVERY Direct Services may include: Working directly with the child May be in the classroom setting, small group, or 1:1

Designed to improve a specific skill Continued progress warrants continued direct serivce Staff training included Therapist will take data and report it in progress reports and IEP. Service time defined in the Related Services Section of the IEP To be determined by the OT and PT with input

from the IEP team. CONSULT SERVICE DELIVERY Consult services may include: Training of school staff involved with student Modifications/adaptations to school environment Strategies and activities that require daily implementation Observations of student, with occasional direct intervention

Service identified in the Supplementary Aides and Services section of the IEP No times associated with consultative services GENERAL OT & PT INFORMATION PLEASE remember to invite OT and PT to meetings. This eliminates the need for amendments and additional meetings, etc.

OT assists with handwriting, but does not replace the teaching of it. OT addresses visual perceptual skills which relate to spacing, use of the baseline, reversals, sizing OT addresses the fine motor component strength and coordination Grip and letter formations are typically ingrained by 2nd grade, so not likely to SUMMARY

When looking at TDG, look at current educational goals. If your student is not able to meet a goal, or is struggling in an area that is not currently listed (bus independence, playground, lunchroom, transitions, etc.) these should be addressed through a goal. OT and PT come into play when you are unable to meet these goals without our services. CONTACT INFORMATION Our Contact Information: Kelly:

[email protected] Erica: 208-2815 (call or text) 208-2785 (call or text) [email protected] Lauren: 860-2174 (call or text) [email protected]

Our Co-op Website See OT & PT tab for links to helpful handouts REFERENCES Clark, G.F. & Chandler, B.E. (2013). Best Practices for Occupational Therapy in Schools. Bethesda, MD: AOTA Press. OT_PTGuidelines.pdf

RESOURCES mgiangre/PPT902(2)73-79.pdf

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