Getting good baseline information is very important when working with students as it gives a good starting point. The clearer you write this on the goal sheet or lesson plan the easier it is for anyone reading it to understand not just where the child started but also why you have chosen a particular goal. Here are examples that some students have written. The names have been changed on the information to protect the privacy of the client.
If you find that your baseline is 100% then this might not be a good goal HOWEVER you could say ” Charlie was able to give a definition for a word when given a visual cue 100% of the time but was only able to give a definition 50% of the time without a visual. You want to be able to say what the problem is.
The baselines are your initial assessments not information from a previous semester. They should be written so that they are simply one or at the most two lines.
Another error clinicians are making is taking several sessions to take the baseline. If you do this then you have actually taught or changed the behavior. Baseline is just that ,’where is the student starting from’.
Something else that is happening is that some people are putting too much information into the baseline. It should be just a couple of lines and should only be about one particular skill area.
The baseline level of performance According to the 1st-3rd grade Expressive Language Rubric, Shannon is at the beginning/developing stages of verbal expression. She rarely initiates a conversation/ asks questions and typically responds with 1-3 word phrases. She relies on scripts to produce back-and-forth conversation
|Baseline level of performance: During session 6/03/16, Mary independently selected the correct form of 8/16 (50%) irregular past tense verbs.|
|Goal: Mary will improve oral expression by increasing accuracy of irregular past tense verb use.
· Objective I: Mary will accurately provide the irregular past tense verb in a cloze procedure with 75% accuracy across three sessions.
|Baseline level of performance: During session 6/01/16, Liam asked 2/2 follow-up questions and 2/2 comments while using the comment/question visual during a conversation about a science article.|
|Goal: Liam will improve social communication skills evidenced by his ability to maintain a conversation, of the clinician’s choosing, consisting of five or more conversational turns comprised of relevant comments and questions.
· Objective I: Liam will maintain the topic of conversation for at least five conversational turns in 80% of conversations across the summer 2016 semester.
|Baseline level of performance: During session 6/03/16, Lucy accurately answered 12 out of 29 (41%) comprehension check questions during an initial reading of the book, Dear Juno.|
|Goal: Lucy will increase listening comprehension of connected text.
· Objective I: Lucy will independently identify the characters and setting in the Text Talk Level A short story, Dear Juno, with 100% accuracy across two sessions.
|Baseline level of performance: During session 6/06/16, Fiona discriminated between the /d/ and /g/ phonemes in the initial position of single and two-syllable words with 80% accuracy.|
|Goal: Fiona will improve overall speech intelligibility by targeting the phonological process of velar fronting.
· Objective I: Fiona will discriminate between the phonemes /d/ and /g/ in the initial position of single- and two-syllable words with 90% accuracy across three consecutive sessions.
Look at the below baseline, goal and objective. Brittney gives a great deal of information that explains to the reader why she chose the goal she did.
|Baseline level of performance: During session 6/03/16, Colleen produced /k/ in the initial position of single and two-syllable words with (1) 100% accuracy given maximum auditory, visual, and tactile cues in a structured activity; (2) 75% accuracy given no cues in a spontaneous speech sample; and (3) 50% accuracy given no cues during the administration of the GFTA 3.|
|Goal: Colleen will improve overall speech intelligibility by targeting the phonological process of velar fronting.
· Objective I: Colleen will produce /k/ in the initial position at the word level given moderate auditory, visual, and tactile cues with 80% accuracy across three sessions.
|Baseline level of performance During the beginning of semester informal Little Bee Articulation Screener (6/2/16), Aidan produced errors on /sh/ using a frontal lisp (i.e., tongue protrusion).|
LTG 1: Aidan will increase overall intelligibility by remediating the process of a frontal lisp in functional conversation.
· Objective 1: Aidan will produce initial /sh/ syllables 90% of the time when given verbal cues in drill-play activities.
|Baseline level of performance: Jackie provided five relevant comments and four questions when using the comment-question board and the wh-question chart when conversing with the clinician. Jackie required prompting to ask different questions, instead of the same question rephrased.|
|Goal: Jackie will improve her conversational skills.
Objective: Jackie will improve her conversational skills by asking at least 5 different questions and providing six relevant comments to a conversational partner in 4/5 opportunities.
|Baseline level of performance: Summer appropriately made inferences about a given social scene picture, 76% of the time.|
|Goal: Summer will improve her ability to make inferences.
Objective: Summer will make inferences about a given social scene picture, 85% of the time, across three sessions.
|Baseline level of performance: Erin correctly identified 64% of regular verbs in the past, present, and future tense with minimal clinician cueing.|
|Goal: Erin will improve her syntax.
– Erin will increase her use of regular past tense verbs with 90% accuracy with moderate clinician support.