take action: making goals happen james martin - university of oklahoma, zarrow center
TRANSCRIPT
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Take Action: Making Goals Happen
James Martin - University of Oklahoma, Zarrow Center
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Agenda
Goal Attainment: Its role in SD and Transition
Goal Attainment Concepts Take Action Lessons Take Action Research Middle School Study Implications
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Student Development
Interagency Collaboration
Program Structures
Family Involvement
Kohler’s Taxonomy for Transition Programming
Student-Focused Planning
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Seven Transition Steps
1. Involve student in IEP Planning Process2. Student completes a three-part transition assessment
process.3. Student writes own transition summary of educational
performance4. Student develops course of study5. Student becomes involved in attaining postschool
linkages6. Students attain own IEP and personal goals7. Students develop own summary of performance
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Step 6
Teach students to attain their own Goals - both IEP and personal
Use Take Action to teach goal attainment QuickTime™ and a
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Goal Attainment Is The Most Important Self-Determination
Component (Wehmeyer, 1994)
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Self-Determined People Will Make choices and set goals based upon an
understanding of their interests, skills, and limits
Express their goals to help build support Establish a plan to attain their goal Evaluate their plan Adjust their goal or plan
Self-Determination
Martin & Huber Marshall, 1993
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Self-Determination Constructs
• Self-awareness• Self-advocacy• Self-efficacy• Decision-making• Independent performance• Self-evaluation• Adjustment
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Dream
Its fun to dream, but how do dreams become reality?
GOAL ATTAINMENT
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Goal Attainment
From an awareness of personal needs individuals will choose goals, then doggedly pursue them (Martin & Huber Marshall, 1993)
SD is a person’s ability to define and achieve goals from a base of knowing and valuing oneself (Field & Hoffman, 1994, 1995)
SD is the repeated use of skills necessary to act on the environment in order to attain goals that satisfy self-defined needs and interests (Mithaug, 1996)
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Goal Attainment Facts
Students ability to problem solve, which includes goal attainment, predicts students enrollment into postsecondary education (Halpern, Yavanoff, Doren, & Benz, 1995)
Students with learning and other disabilities lack goal attainment skills (Fuchs, Fuchs, Karns, Hamlett, Katzaroff, & Dutka, 1997)
Students with high incidence disabilities differ significantly from nondisabled peers in their ability to choose and attain goals (Mithaug, Campeau, & Wolman, 2003)
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Autonomy & Competence
The more autonomous (self-determined) a person believes their behavior to be the greater the personal satisfaction and enjoyment from engaging in that behavior (Deci & Ryan, 2000)
Feelings of competence (self-efficacy) shape a person’s willingness to actively engage and persist in different behaviors (Bandura, 1997)
Diminished perception of competence leads to lower motivation and a decrease in willingness to pursue goals and persist in their attainment. This limits overall educational growth (Bandura, 1997).
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Self-Management
Take Action teaches students a self-management process to reach goals and aspirations. This involves breaking down goal attainment process into many teachable component parts, including: Proximal (short-term) goal framed as action Identifies standards to determine when goal reached Identifies strategies, schedules, source of motivation Self-evaluation of performance to standard Determines major factors associated with progress or lack
of progress
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Result: Learning Goal Orientation
High levels of task engagement Increased willingness to exert effort to
attain desired outcomes Tasks that must be completed to attain the
outcomes become interesting and have value
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ChoiceMaker SD Lesson Packages
Goals Lessons1. Choosing Goals
A. Student Interests • Choose & Take Ac tion• Choosing Employment Goals
B. Student Skills & Limits • Choosing Personal GoalsC. Student Goals • Choosing Education Goals
2.Expressing GoalsD. Student Leading Meeting • Self-Directed IEPE. Student Reporting
3. Taking ActionF. Student Plan • Take Act ionG. Student ActionH. Student EvaluationI. Student Adjustment
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Take Action Available From
Sopris West Publishers 4093 Specialty Place Longmont, CO 80504
Phone: (303) 651-2829 Fax: (888) 819-7767 www.sopriswest.com
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Take Action: An Overview Teaches students to a process to attain their
own goals. Seven lessons Seven to 10 days, 50 minutes a day Student will take info and infuse into his or
her IEP meeting & into academic coursework Designed for students with high incidence
disabilities or for general ed students. One study modified Take Action for use by students with moderate mental retardation.
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Take Action Major Steps: Plan
Break goals down into doable steps Establish standards Determine how to get feedback Determine motivation to attain goal Determine strategies Determine support Schedule Express belief that goal can be attained
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Take Action Major Steps: Action
Record or report performance Perform to standard Obtain feedback on performance Motivate self to complete tasks Use strategies Obtain support as needed Follow schedule
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Take Action Major Steps: Evaluate
Determine if goal attained Compare performance to standard Evaluate usefulness of feedback Evaluate if motivation helped prompt my
achievement Evaluate effectiveness of strategies Evaluate usefulness of support Evaluate usefulness of schedule Evaluate my belief
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Take Action Major Steps: Adjust
Adjust goal if needed Adjust or repeat standards Adjust or repeat feedback method Adjust or repeat motivation Adjust or repeat strategies Adjust or repeat support Adjust or repeat schedule Adjust belief statement
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Introduction
Introduces the Take Action process Plan Act Evaluate Adjust
Goals: long and short-term Break long-term goals into short-term
goals
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Write The Steps in the Correct Order from 1 to 4.
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Introducing Plan Parts
Watch a 10-minute video that introduces the Take Action Process and overviews the six important steps to make a plan
Lesson 2 Teaches - Standard - Strategy- Motivation - Schedule
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Each Plan Part Answers a Question
Standard: what you will be satisfied with
Motivation: why you want to meet your standard and accomplish your goal
Strategy: how I accomplish my standard to meet my goal
Schedule: when will I do my strategy or work on my goal
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Each Plan Part has an Associated Question
What are they?
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Same Goal - Different Standards
What are the standards for the runner, weight lifter, and dog walker?
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More Plan Parts
Review first four plan parts Teach Support Teach Feedback Case Study Review Quiz
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Support
Support is help provided by other people or things
The support question is “What Help Do I Need?”
What support did the car driver need in the video?
What support does the runner or weight lifter need?
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Feedback
Feedback: information you get on your performance
What feedback did the driver get in the video?
Trace exercise Sources of feedback
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Critiquing Plans
• Review long & short term goals
• Puzzle Quiz
• Take Action Critique Tool
• Sample Plans
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Match word to question
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Sample Plan
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Writing a Plan
Students develop a plan to accomplish a goal Complete cumulative quiz Critique Michelle’s Plan Breakdown “get good grades in class” goal Complete plan for “get good grades in class”
goal Complete plan aloud in class
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Critique Michelle Pass’ Plan
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Evaluating & Adjusting Plans
Review and complete 3 example case studies from plan through evaluate and adjust
Apply evaluation and adjustment concepts to own plan
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First Review Michelle Pass’ Plan to Get Good Grade
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Use Take Action Process
Apply Take Action Process to IEP Goals Personal Goals Employment Goals School Goals
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Student Take Action Sample
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Student Take Action Sample
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Modified Lessons
Four lessons teach a simplified version of the Take Action Process Choose a goal that can be accomplished in a
day or two Plan consists of three parts: strategy,
schedule, support Evaluate and adjust within one or two days
rather than a week Many of the same teaching strategies are
used
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Modified Plan Example Form
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Take ActionInstructional Package
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Charlie
German, et al., 2000 Study
Students with 6 high school students with moderate mental retardation used the modified version of Take Action to learn to attain their daily IEP goals.
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Walden (2002)
College Students with LD acquired and generalized goal attainment skills using Take Action, but without continued use their skills decreased over time.
The Take Action process must be used to be remembered!
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Middle School Study
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Research Questions
Does Take Action increase students’ AIR Self-Determination and ChoiceMaker Taking Action assessment scores?
Does Take Action increase the number of long-term goals set and the number of goals met?
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Students
Students in four 8th grade middle school English classes
101 students completed the study: Number in General Ed: 81 Number in Gifted Ed: 14 Number with an IEP: 4 Number with 504 plan: 2
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Setting
Middle School in a medium-sized Southwestern city
Two teachers completed ChoiceMaker Assessment
One teacher taught the ChoiceMaker lessons
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Dependent Measures
Score from the AIR Self-Determination Assessment (Student Version)
Score from the ChoiceMaker Self-Determination Assessment (Taking Action Section)
Number of long-term goals set Number of long-term goals met
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Design
Combination Quantitative and Qualitative Design Repeated measure multiple baseline Pre/post AIR and ChoiceMaker Assessments
Completed 5 times over 9 months of the academic year at the end of each quarter
Long-term goal set and met collected four times at the end of each quarter
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Pre Q1 Q2 Q3 Q4
Assessment
Average score
Group 1
Group 2
ChoiceMaker Take Action Instruction
Design Described
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Instructional Procedures
Baseline Completed AIR and ChoiceMaker Assessments first
two days Students completed goal sheets Students identified long-term goals for first 9-weeks
Intervention During the first quarter two classes taught and practiced Take Action
over five weeks During second quarter remaining two classes received Take Action
instruction During the third quarter classes worked on Take Action goal attainment
process twice a month During the fourth quarter classes moved to once a month
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Collecting Data and Scoring
The teacher and researcher independently scored the Take Action goal attainment forms to assess number of long-term goals set and met. They resolved any differences.
Sample of the AIR and ChoiceMaker Assessment results independently scored for accuracy, with discrepancies corrected.
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Results
We conducted data analyses through:
- Whole sample
- Four classes
- Students in General, Special, or
Gifted Ed
- Male and Female
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Results
A one-way within-subject ANOVA was conducted with the factor being quarters of the school year and the dependent variable being the:
- Students’ AIR Self-Determination Assessment
scores
- Teacher’s ChoiceMaker Assessment Taking
Action Section scores
- Number of long-term goals set
- Number of long-term goals met
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Whole sample
The repeated measure ANOVAs indicated significant effects for:
the students’ AIR Self-Determination Assessment results, Wilks’ = .78, F(4, 86) = 6.20, p < .01, multivariate 2 = .22
the first teacher’s Taking Action ChoiceMaker Assessment, Wilks’ = .21, F(4, 42) = 39.75, p < .01, multivariate 2 = .79
NOTE: For 2, values of .01, .06, .14 are, by convention,interpreted as small, medium, and large effect sizes, respectively.
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Whole Sample
The repeated measure ANOVAs also indicated significant effects for:
the second teacher’s ChoiceMaker Assessment, Wilks’ = .27, F(4, 36) = 24.15, p < .01, multivariate 2 = .73;
the number of long-term goals set, Wilks’ = .30, F(3, 84) = 66.95, p < .01, multivariate 2 = .71;
and the number of long-term goals met, Wilks’ = .30, F(3, 84) = 66.95, p < .01, multivariate 2 = .71.
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Four Classes
- The repeated measure ANOVAs indicated significant effects for students’ AIR Self-Determination Assessment results for three classes out of four, Wilk’s for the three classes varies from .43 to .64, p-value varies from less than .01 to .04, and multivariate 2 varies from .36 to .58.
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Four Classes
- On the teacher’s ChoiceMaker Assessment Taking Action Section ANOVAs indicated significant effects for seven assessments out of eight, Wilk’s
for the seven assessments varies from .02 to .29, p-value varies from less than .01 to .04, and multivariate 2 varies from .72 to .98.
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Four Classes
- The number of long-term goals set’s ANOVAs indicated high significant effects for the four classes, Wilk’s for the four classes varies from .15 to .22, all p-values were less than .01, and multivariate 2 varies from .78 to .85.
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Four Classes
- The ANOVAs for the number of long-term goals met also indicated high significant effects for the four classes, Wilk’s for the four classes varies from .20 to .30, all p-values were less than .01, and multivariate 2 varies from .70 to .80.
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General Education Program
The repeated measure ANOVAs indicated significant effects for:
the students’ AIR Self-Determination results, Wilks’ = .65, F(4, 64) = 8.52, p < .01, multivariate 2 = .35;
the first teacher’s ChoiceMaker Taking Action Section, Wilks’ = .18, F(4, 30) = 33.47, p < .01, multivariate 2 = .82;
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General Education Program
The repeated measure ANOVAs also indicated significant effects for:
- the second teacher’s ChoiceMaker Taking Action Section, Wilks’ = .19, F(4, 27) = 29.52, p < .01, multivariate 2 = .81;
- the number of long-term goals set, Wilks’ = .22, F(3, 61) = 71.73, p < .01, multivariate 2 = .78;
- and the number of long-term goals met, Wilks’ = .29, F(3, 61) = 49.57, p < .01, multivariate 2 = .7.
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Gifted and Talent Program
The repeated measure ANOVAs indicated significant effects for:
the student’s AIR Self-Determination Assessment pre-intervention and fourth quarter, Wilks’ = .70, F(1, 13) = 5.52, p = .04, multivariate 2 = .30;
the first teacher’s Taking Action ChoiceMaker, Wilks’ = .15, F(3, 4) = 7.45, p = .04, multivariate 2 = .85;
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Gifted and Talent Program
The repeated measure ANOVAs also indicated significant effects for:
the number of long-term goals set, Wilks’ = .24, F(3, 11) = 11.50, p < .01, multivariate 2 = .76;
and the number of long-term goals met, Wilks’ = .22, F(3, 11) = 13.27, p < .01, multivariate 2 = .78.
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Average Of Long-Term Goals Met for Gifted Student
0
1
2
3
4
5
6
7
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Student
Average
Average of first two Quarters
Average of Last two Quarters
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Average Number of Long-Term Goals SET & MET (Gifted)
0
1
2
3
4
5
6
7
Q1 Q2 Q3 Q4
Quarters
Average Number
Number of Long-TermGoals "SET"
Number of Long-TermGoals "MET"
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Special Education Program
The repeated measure ANOVAs indicated significant effect for number of long-term goals met during the first to fourth quarters, Wilks’ = .07, F(1, 2) = 27.00, p = .04, multivariate 2 = .93.
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Average Of Long-Term Goals Met for Sp.Ed. Student
0
1
2
3
4
5
6
7
8
A B C D
Student
Average
Average of first two Quarters
Average of Last two Quarters
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Average Number of Long-Term Goals SET & MET(SP.Ed. Student)
0.0
2.0
4.0
6.0
8.0
10.0
12.0
Q1 Q2 Q3 Q4
Assessment
Average Number
Long-Term Goals "SET"Long-Term Goals "MET"
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Effect of Instruction
We conducted a one-way analysis of variance to evaluate the relationship between Take Action instruction and students’ AIR self-Determination Assessment scores, The ANOVAs indicated no significant differences between the intervention group (group 2) and the control group (group 1) on the pre-intervention AIR assessment scores, F(1, 107) = 0.23, p = .63, 2 < .01.
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84.00
86.00
88.00
90.00
92.00
94.00
96.00
98.00
Pre Q1 Q2 Q3 Q4
Assessment
Average score
Group 1
Group 2
ChoiceMaker Take Action Instruction
Average Score of Students’ AIR Self-Determination Assessment
Note. Group 1 = class A and B; Group 2 = class C and D; Pre = pre-intervention; Q = quarter.
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Effect of Instruction
During the first quarter, teacher taught only group 2 the Take Action lessons. At the end of the first quarter, ANOVAs indicated statistically significant differences on the AIR assessment scores for the favor of the intervention group (group 2), F(1, 106) = 4.34, p = .04, 2 = .04.
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Growth Percentage Comparisons
We defined the mean growth percentage of a repeated measure as the difference between the highest and the lowest mean (of the repeated measure) multiplied by hundred and divided by the lowest mean.
We used this growth percentage to make comparisons between different students’ programs and between the two genders.
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7.0
42.1 36.0
224.5
301.0
13.332.8 34.3
274.9 280.7
14.1
158.5
64.7
435.0
670.0
0.0
100.0
200.0
300.0
400.0
500.0
600.0
700.0
800.0
AIR CM1 CM2 LTG set LTG met
Correspondence
Growth Percentage
General Ed.
Gifted Ed.
Special Ed.
Growth Percentage by Program
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5.3
60.3
26.9
241.7
363.6
9.6
37.0 37.3
232.0
292.0
0
50
100
150
200
250
300
350
400
AIR CM1 CM2 LTG set LTG met
Correspondence
Growth Percentage
Male
Female
Growth Percentage and Gender
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Gender Differences
The ANOVAs indicated significant differences for females over males with p < .01 for the five students’ AIR Self-Determination Assessments and nine out of 10 teacher’s ChoiceMaker Assessment Taking Action Section.
ANOVAs indicated no significant differences between males and females on the measures of the number of long-term goals set and the number of long-term goals met.
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Student Survey
Eighty-two students answered three open-ended questions about this academic year-long Take Action study:
- “What did you like about Take Action process”- “What did you NOT like about the Take Action
process”- “What changes would you suggest to make it
better”
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“What did you like about Take Action process” Yielded Six Major Themes
Help in becoming more organized Enable focus on tasks Motivate Set priorities Remember assignments Help in planning and accomplishing goals
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“What did you NOT like about the Take Action process” Yielded Four Themes
Difficulties in remembering goals Too tedious, time consuming, and boring Too repetitive Complicated
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“What changes would you suggest to make it better” Yielded Four Themes
Make it more simple Add a reminder system to help remember goals Raise the period of time for short-term goals Make the process more interest
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Implications?
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Questions