The following is part two of a three-part article and is intended to describe developmentally appropriate goals and objectives for young children with disabilities which facilitate instructional inclusion in natural settings. Part I (August, 1997 issue) defined developmentally appropriate goals and objectives; Part II presents examples of DAP goals and objectives that have been effective with children in natural environments; and Part III will share some strategies for the development of DAP goals and objectives

While we have much to learn about the new P.L. 105-17 (IDEA Amendments of 1997) regulations regarding IEP measurable annual goals including benchmarks or short-term objectives, we do know that developmentally appropriate goals and objectives like traditional objectives, should contain the basic components expected of all objectives. In other words, they answer the questions: Who will do what? Under what conditions? Until what criteria is met? With the added emphasis of the new law for children to remain in the "general curriculum", DAP goals and objectives useful in inclusive settings answer these questions using terms and examples that support the child within the natural environment. The child's objectives are embedded into daily routines and preferred activities, both at school and at home, and are practiced as they occur naturally. DAP objectives encourage peer interaction and the use of the targeted skill in play with peers as well as in adult / child instructional settings. The materials identified to be used in the teaching and learning sequence are interesting to the child and, therefore, are likely to increase opportunities for practicing the skill. The strategies are individualized and provide only as much support as the child needs for each particular skill rather than following a standard prompt and cue sequence.

Each DAP objective is observable and measurable, linked to the child's curriculum based assessment and has individually identified, socially valid criteria, rather than standard percentages or arbitrarily determined ratios (e.g. 4 of 5 trials on 3 consecutive data days). The criteria also reflects the family's interests, the child's abilities, and the opportunities available within the setting. Being socially valid does not mean the criteria is "loosey-goosey". Instead, it reflects a reasonable and appropriate standard for each skill targeted. For example, 90% accuracy is not sufficient for success if the targeted behavior is running away...it takes only 1 error in 10 to get hit by a car. Similarly, 90% accuracy is too high an expectation for grammatical accuracy of verbal speech...just listen to yourself on tape someday and record your own errors!

The following goals and objectives were designed for Desiree, age 3, and Austin, age 4, who are served in an inclusive child care setting. The goals and short term objectives (STO) reflect the children's interests, their families' priorities and are integrated into the curriculum and schedule of the center

Because of Desiree's very real and significant physical limitations, all of her objectives are hierarchical subskills and integrate motor development. To facilitate inclusion and development across all domains, family and friends, as well as preferred activities, are embedded into each objective.

• STO 1: Given the appropriate physical support, Desiree will take her turn during group activities on a daily basis (e.g. pointing to pictures during story time, having face covered during "peek-a-boo") at least 5 times each day.
• STO 2: While interacting with others during daily routines (snack, music, centers), Desiree will respond with smiles, laughs, or eye gaze until she is able to maintain interaction for at least 3 turns each day for a week.
• STO 3: Desiree will initiate interaction with friends and family by making sounds or directing eye gaze, while stabilized in her wheel chair, at least twice daily for 2 weeks.

• STO 1: When given semi-solid food (apple sauce, grits) on a spoon, Desiree will use her lips to remove the food and will eat neatly by closing her lips at each meal.
• STO 2: When given easily dissolving foods (e.g. vanilla wafers, cheese puffs), Desiree will close her lips, munch, and swallow, resulting in no loss of food, during snack each day for a week.

• STO 1: Desiree will regain a balanced, upright sitting position after leaning left, right, and forward during 3 different activities (e.g. dressing, floor play) for one week.
• STO 2: Desiree will regain a balanced, upright sitting position after reaching across her body for toys or materials to the right and to the left during four different activities (e.g. floor play, in the sand box) for one week

Austin's goals and objectives illustrate the importance of identifying goals that are functional in all settings. Using daily routines increases the opportunity for training by each careprovider. Providing specific examples of appropriate times to embed intervention throughout the day supports the consistency of the training.

• STO 1: Austin will wave or make happy sounds to greet family and friends coming to and going home from child care at least twice daily for a week.
• STO 2: Austin will point at preferred objects (balls, juice), people (Bubba, his dog), and choices of activities (meals, toy play) to request and to comment within the classroom and at home at least 3 times each day for two weeks.
• STO 3: Austin will answer questions from family and friends during daily routines (diaper change, snack / meals, hand washing, car travel) using gestures (head nod, point, wave) or vocalizations (vowels, consonants) at least 3 times in 3 different activities for two weeks.

• STO 1: Austin will use familiar toys or objects in different ways appropriate to the purpose of the item (rolling round objects, shaking noise makers, drinking from a cup) during play and daily activities (nap or night time preparation, floor play, snack) every day for a week.
• STO 2: Austin will use familiar toys and objects according to their function (comb hair with a comb, turn pages of a picture book, pushing a dump truck) throughout the day (dressing, grooming, stories, meals, outside play) for two weeks.
• STO 3: Austin will combine toys or objects (puts objects in container, scoops water in bucket, stirs spoon in cup) in play or daily activities (bathtime, meals, play time) daily for a week.

*Draft regulations for P.L. 105-17 were published in the Federal Register on October 22, 1997, and can be found at a number of sites on the Internet. Among these are the Student Support Services of KSDE and the LRP - Education Administration online home page

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