3.6. Set Achievable Goals

From the baseline WST or WST-Q assessment, skills may be identified that are not performed as safely, effectively and/or efficiently as they might be. For each of these identified skills, a decision needs to be made about whether improvement in the skill is a goal of the learner. Generally, only 5- 10 goals should be identified at the beginning of a series of training sessions. The goal may be from the Wheelchair Skills Program skill set – a full skill, a part of a skill, a variation of a skill – or any other skill that is important to the learner. Goal pursuit and performance are related to the learner’s beliefs about him/herself and the task (self-efficacy). The learner may need some help in coming to a decision about the goals of training, because he/she may not initially recognize the functional benefits of acquiring a new skill. Additionally, a decision needs to be made as to whether it is feasible for the person to learn this skill. This is a judgment call and requires a good understanding of the learner’s health and circumstances. If in doubt, we recommend that the person be given an opportunity to learn the skill. If progress is not being made, a learner can decide to abandon that skill. The trainer can assist the learner in coming to this decision. Goals should be brief, specific, significant (non-trivial), achievable in the training time available and observable. Examples of goals are “Use a reaching aid to pick up a $1 coin from the floor,” “Tilt seat to 40 degrees and return to the upright position,” “Get the wheelchair up a 2cm level change”, “Appropriately modify the tilt position of the wheelchair to maintain trunk stability while descending a steep incline” and “Cross a 2-lane city street with curb cuts.” A broader goal (e.g. to go shopping) can be broken down into the constituent skills that make it up.

Involving the learner in the goal-setting process can have a positive effect on motivation. However, the trainer has the right to refuse to provide training on any skill that he/she does not believe to be safe and feasible. The goals should be monitored and may be revised as training progresses. The goals may be formalized in a Goal Attainment Scale (see WST Manual) that can be used to track progress and quantify outcomes.