Lucy J Miller

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Thomas Oakland

David S Herzberg, PhD

Goal-Oriented Assessment of Lifeskills (GOAL) aids evaluation of functional motor abilities needed for daily living

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GOAL aids evaluation of functional motor abilities needed for daily living.

Goal-Oriented Assessment of Lifeskills

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Sensory Processing Measure

Sensory Processing Measure - Preschool

Miller Function and Participation Scales

GOAL Record Forms

Goal-Oriented Assessment of Lifeskills(GOAL) Complete kit, W-614

GOAL Complete Kit W-614

GOAL Stimulus Easel

GOAL Manual

GOAL Paper Box Sheets

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Overview

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			<p>The GOAL is an innovative new evaluation of functional motor abilities needed for daily living.</p>

			<h2>Benefits</h2>

			<ul>
				<li>Helps determine eligibility for special services and inform planning of occupational and/or physical therapy and adaptive physical education</li>
				<li>Useful in a variety of settings, including schools, clinics, hospitals, and private practice</li>
				<li>Although intended primarily for occupational therapists, it can be used by other professionals, including psychologists, physiotherapists, and other childhood intervention specialists</li>
			</ul>

			<h2>Features</h2>

			<ul>
				<li>Designed for children 7 to 17, the GOAL consists of seven activities; fun and motivating tasks based on real occupations of a child&#39;s daily life</li>
				<li>Each Activity is linked to Intervention Targets that help you turn assessment results into a specific, goal-oriented treatment plan</li>
				<li>This standardised, psychometrically precise instrument offers an ecologically valid description of a child&#39;s competencies and opportunities for growth in both fine and gross motor domains.</li>
				<li>Individually administered assessment in which the child performs seven Activities representing a range of functional tasks</li>
				<li>Dr. A. Jean Ayres&#39; sensory integration theory describes many of the key concepts underlying the GOAL Activities. This theory proposes that processing of sensory inputs provides a foundation for development of cognitive and motor skills.</li>
				<li>Fine Motor Activities:
				<ul>
					<li>Utensils: Using a knife, fork, and spoon to cut, spear, and scoop</li>
					<li>Locks: Opening keyed and combination padlocks</li>
					<li>Paper Box: Colouring, cutting, folding, and taping a paper construction project</li>
					<li>Notebook: Organising and filling a three-ring binder</li>
				</ul>
				</li>
				<li>Gross Motor Activities:
				<ul>
					<li>Clothes: Putting on and taking off a T-shirt and shorts</li>
					<li>Ball Play: Bouncing and kicking a ball</li>
					<li>Tray Carry: Carrying a loaded tray and avoiding obstacles</li>
				</ul>
				</li>
				<li>The GOAL scores are based on 54 Steps - small units of easily observable, functional behaviour within the seven activities. These are scored based on three elements of successful functional performance: accuracy, independence, and speed</li>
				<li>Using the Record Form, each Step is scored pass or fail; then the Step scores are summed to yield the Fine Motor and Gross Motor Standard Scores, as well as the Progress Score.</li>
				<li>Standard Scores enable you to compare the child you are testing to peers of the same age and gender, and can help to determine eligibility for therapeutic services and placement in special education programs</li>
				<li>Progress Score is a single index of the child&#39;s overall ability to perform functional tasks, and can be used to track improvement over time</li>
			</ul>

			<h2>Reliability and validity</h2>

			<ul>
				<li>The GOAL Activities were standardized on a sample of 616 children ages 7 to 17, drawn from all four geographic regions of the United States. A clinical sample of 152 children referred to occupational therapy for mild to moderate sensory and/or motor challenges was also collected.</li>
				<li>Statistical analysis of the GOAL demonstrates good reliability and validity. In addition, it also provides clear evidence that it is a useful tool for distinguishing typically developing children from clinic-referred children, including those with sensory and motor disorders, autism spectrum disorders, ADHD, and learning disabilities.</li>
				<li>Analysis of the standardisation sample shows acceptable internal consistency correlations for both the Fine and Gross Motor Standard Scores (all &gt;.75). These are consistently higher in the clinical sample (&gt;.84), which represents the target population for the GOAL Activities. Internal reliability for the Progress Score is .90. Test-retest reliability data for the clinical sample demonstrate acceptable correlations of .76 for the Fine Motor Standard Score and .77 for the Gross Motor Standard Score.</li>
				<li>Convergent validity data were collected for four assessments: the Sensory Integration and Praxis Tests (SIPT), the Sensory Processing Measure (SPM), the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2), and the Adaptive Behavior Assessment System, Second Edition (ABAS-II). Scores generally correlate in expected ways with these measures, showing acceptable evidence of construct validity.</li>
			</ul>
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Goal-Oriented Assessment of Lifeskills

GOAL

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