Goals & day-program activities

Goals & Activities

A worked example of a realistic communication goal — in plain language and in documentation-ready form — and what meaningful day activities look like.

Sample goal

Example: A Realistic Communication Goal

This example is written in plain language and then translated into a more "documentation-ready" format. You can adapt it for your own situation.

Plain language version

Goal: I want to be understood better and have fewer mix-ups when I communicate with staff and people in the community.

  • I want staff to give me enough time to answer questions without rushing or finishing my sentences.
  • I want people to double-check what I mean if they are not sure, instead of assuming.
  • I want to practice using my preferred way of communicating (speech, device, writing, or a mix) in real situations, like ordering food or asking for help.

What success looks like: Fewer misunderstandings, fewer arguments or behavior incidents caused by miscommunication, and more confidence when I speak up.

Documentation-ready version

Goal Area: Communication / Self-Advocacy

Long-Term Outcome: The individual will improve expressive communication and self-advocacy so that needs, preferences, and concerns are understood in daily activities, reducing conflict and increasing participation in preferred routines.

Short-Term Objectives (example):

  • During day program hours, when staff ask an open-ended or choice-based question, the individual will be given at least 10 seconds to respond before staff repeat, rephrase, or offer choices, in at least 80% of observed interactions, as measured by staff data collection and observation.
  • In community settings (such as ordering food, asking for assistance, or checking out at a store), the individual will use their preferred communication method (speech, device, writing, yes/no system, etc.) to make a clear request in at least 3 different settings per month, as measured by staff logs or data sheets.
  • When staff are unsure of the individual's meaning, they will use a "check for understanding" strategy (for example: repeating back what they heard and asking if it is correct) in at least 80% of observed interactions, as measured via supervision notes or data.

Supports & Strategies:

  • Staff will avoid speaking over the individual, rushing answers, or making assumptions. Training will be provided so staff understand why "wait time" is important.
  • Visual supports or devices (if used) will be kept within reach and charged/ready during program hours.
  • The team will review communication incidents (for example, arguments or behavior episodes related to being misunderstood) in monthly meetings, looking for patterns and adjustments.

Make it yours

How to adapt this goal

  • Swap in the person's actual communication method (device, ASL, picture symbols, communication book, etc.).
  • Adjust the numbers (like 10 seconds, 80% of interactions, 3 different settings) based on what is realistic and meaningful.
  • Keep the dignity and respect piece front and center—this is about helping the person be heard, not "fixing" them.

Meaningful days

Activities in Day Programs (MassHealth DH & DDS)

Day programs are more than "just something to do." Activities should connect back to goals, dignity, and meaningful skill-building.

1

Skill-building activities

These are activities tied directly to a written goal in a Day Habilitation Service Plan (DHSP) or in a DDS Individual Support Plan.

  • Practicing money skills at a store (with data collected on how much help is needed).
  • Cooking groups that teach real measurements, safety, and recipe following.
  • Community navigation practice (using public transportation, way finding, or asking for directions).

Why it matters: Day Habilitation under 130 CMR 419.000 focuses on habilitation — acquiring, improving, or retaining skills and independent functioning — not on recreation alone.

2

Community-Based Day Supports (CBDS)

CBDS is a DDS-funded day service that focuses on community participation, social and self-advocacy skills, and pathways into employment. EOHHS sets CBDS rates in 101 CMR 415.00, and DDS service standards are in 115 CMR 7.00.

  • Volunteering experiences (shelters, food pantries, senior centers).
  • Small community trips with a purpose (library cards, gym memberships, walking clubs).
  • Models where most of the day happens in the community rather than at a facility.

Documentation: Providers track attendance and progress on the goals written into the person's plan.

3

Health, wellness, and sensory regulation

Many adults need support to manage sensory regulation, mobility, and overall health so they can participate in their day.

  • Movement groups (walks, gentle stretching, adaptive exercise).
  • Sensory rooms or quiet spaces used with clear guidelines (not as punishment).
  • Health education: medication, hydration, sleep, or pain communication.

Important: Any use of restrictions (like limiting access to items or areas) must be reviewed under 115 CMR 5.00 and Human Rights procedures.

4

Social connection & meaningful routines

Not every moment has to be "formal." Social time can still be purposeful and person-centered.

  • Coffee clubs, peer support circles, or interest groups (music, sports, art).
  • Celebrations of milestones in an adult, respectful way (not childish or babyish).
  • Quiet hang-out time with board games, conversation, or self-chosen activities.

Staff should check in regularly: "Is this still working for you?" and document preferences and changes.

Watch for

Red flags to watch for

  • People sitting all day with no clear purpose or engagement (TV all day, coloring every day with no choice).
  • Activities that feel childish, disrespectful, or are not age-appropriate for adults.
  • No connection between the activities and the goals written in plans.

If you see these, it may be worth asking for a team meeting, reviewing the plan, or contacting a Human Rights Officer, DDS Service Coordinator, or other advocate.