How to write GAS goals

5 point rating scale (GAS)

GAS 5 Point rating scale

Goal Attainment Scaling (GAS) is an individualized, criterion-referenced measure of change. Clinicians use GAS to help clients work out goals to work on during therapy or intervention. Setting personal goals can help focus the attention and energy of the client and their therapy provider. The clinician works with the client and their family to identify goals that matter to them. Goals may be related to participating in life situations, such as school or hobbies they may also be related to everyday activities such as improving walking, transfers, eating with a knife and fork or dressing. A GAS is re-scored after therapy or intervention to measure whether the goals have been achieved.  GAS uses a scale consisting of five levels of attainment, represented by scores ranging from -2 to +2. Typically the

current level of ability (baseline) for each goal is given a score of -2 and the performance level (or goal) that is desired or expected after intervention is given a score of zero. Progress toward, but not achieving the expected outcome is scaled -1 (less than expected outcome), and two levels of achievement which exceed the expected outcome are scaled as +1 (greater than expected) and +2 (much greater than expected).

 

The  fundamental requirements of GAS goals are that they are:

  1. Specific
  2. Measurable
  3. Attainable
  4. Relevant/Realistic
  5. Timeframe

 

Example:

To improve Child’s name balance and stability when walking unaided (uneven terrain, changing directions)

Score Goal
-2 When walking indoors child’s name can walk unaided around obstacles and change directions by slowing his walking pace. Child’s name requires a supportive surface (ie wall or furniture) to control a stop.  Occasionally falls (a few times a day) when walking indoors at home.
1 When walking indoors Child’s name can walk unaided around obstacles and change directions by slowing his walking pace.Child’s name can control a stop without a supportive surface (ie wall or furniture). Occasionally falls (a few times a day) when walking indoors at home.
0 When walking indoors Child’s name can walk unaided around obstacles and change directions by slowing his walking pace. Child’s name can control a stop without a supportive surface (ie wall or furniture). Child’s name rarely falls (no more than once a day) when walking indoors at home.
+1 When walking indoors Child’s name can walk unaided around obstacles and change directions without slowing his walking pace. Child’s name can control a stop without a supportive surface (ie wall or furniture). Child’s name rarely falls (no more than once a day) when walking indoors at home.
+2 When walking indoors Child’s name can walk unaided around obstacles and change directions without slowing his walking pace. Child’s name can control a stop without a supportive surface (ie wall or furniture). Child’s name walks with confidence and doesn’t fall.

 

-2 How they are functioning now

-1 Less than expected outcome

0 Expected outcome, where I want them to be at the end of therapy block

+1 Better than expected outcome

+2 Much better than expected outcome, where you want them to be in 6 month time

 

Categories: GAS

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