Revision 7T · Full Tutorial Edition · Updated 1 September 2026
PWR-103 · SELF GUIDED full tutorial
Keep one low-stakes goal available across a harmless interruption
Goal maintenance is keeping a chosen goal available while a delay or interruption competes with it. It is not motivation, obedience or moral commitment. This lesson teaches a low-stakes desk method: define one observable action, choose a reliable cue, write an if-then plan, leave a visible goal card and a next-action note, perform a neutral filler task, respond when the cue occurs, and score cue detection, goal retrieval, completion and assistance separately. Medication, safeguarding, caregiving, employment discipline, addiction, self-harm and clinical rehabilitation are excluded.
What you will produceThe learner completes a delayed fictional desk goal after a timer interruption and records whether the cue was detected, the goal retrieved, the action completed and which supports were used.
Full step-by-step individual tutorial · TLU-PWR-103
The learner completes a delayed fictional desk goal after a timer interruption and records whether the cue was detected, the goal retrieved, the action completed and which supports were used.
Practise with one participant-chosen, reversible and consequence-free fictional desk action.
Use a visible goal card, if-then statement and next-action note as legitimate supports.
Stop or redesign a cue that creates distress, compulsive checking or privacy burden.
Qualified help is required for
Goal failures involving medication, safety, caregiving, work discipline, addiction, self-harm, diagnosis or rehabilitation.
Clinical interpretation after brain injury, depression, dementia or major executive-function change.
Any plan that could be coercive, surveillant or consequential for another person.
Never do this from the page alone
Use the exercise to judge character, compliance, productivity or unaided executive ability.
Practise with medication doses, appliances, children, pets, finances, legal deadlines or safeguarding actions.
Turn reminders into repeated alarms, monitoring or punishment without consent.
2 · Get ready
Gather what you need and check the starting conditions
What you need
One index card headed GOAL and one headed NEXT
A visible timer with one neutral alarm
A tray labelled OUT
A neutral filler task such as alphabetising 20 fictional name cards
Score sheet for cue detection, retrieval, action, delay and support
Before you start
Choose a fictional action whose failure has no consequence, such as moving a blue envelope to the OUT tray.
Define done in visible terms and ensure the learner freely endorses the goal.
Set one cue and silence unrelated notifications.
Stop for distress, compulsive checking, coercion, overload or a sense that the task has become clinically relevant.
3 · The method
Follow these steps in order
Define observable done
Write one action: 'Move the blue envelope to the OUT tray.' Avoid goals such as 'be organised'.
Why: A concrete finish can be scored.
Check: Another person can see whether the goal was completed.
Choose one reliable cue
Set the neutral timer for five minutes and check it is audible/visible, private and not easily confused with an urgent alert.
Why: The goal can be maintained only if the cue is detectable.
Check: A sample alarm is detected comfortably.
Write the if-then plan
Write: 'If the timer rings, then I will stop, read GOAL, and move the blue envelope to OUT.'
Why: A specific cue-action link supports retrieval.
Check: The statement names cue, pause, support and action.
Make the goal state visible
Place the GOAL card and blue envelope in the declared positions. On NEXT, write the filler task's next step so it can be resumed.
Why: External support reduces the need to hold both goals internally.
Check: Both cards are visible and unambiguous.
Begin the filler task
Alphabetise the fictional cards until the timer occurs. Do not rehearse the goal repeatedly or stare at the clock.
Why: A real delay/interruption is needed without turning it into compulsive checking.
Check: The learner works normally and uses no extra alarms.
Pause on the cue
When the timer rings, stop the filler task, look at GOAL and state the intended action before moving.
Why: A deliberate pause separates cue detection from action selection.
Check: The learner identifies the goal without guessing.
Complete and mark the goal
Move the blue envelope to OUT, mark done, then read NEXT before returning to the filler task.
Why: Closure prevents duplicate action and the next note supports resumption.
Check: The envelope is in OUT once and filler resumes at the correct place.
Score four stages
Record cue detected yes/no, goal retrieved unaided/with card, action completed yes/no, and resumption correct/incorrect. Record support use rather than calling it failure.
Why: Different breakdowns need different fixes; this preserves the goal maintenance rule for 'Score four stages'.
Check: The score identifies the exact stage and assistance.
4 · Worked example
See the whole method used once
Scenario
While alphabetising fictional customer cards, the learner plans to move a blue envelope to the OUT tray when a five-minute timer rings.
Walkthrough
The learner writes the observable goal and the if-then statement.
GOAL remains visible; NEXT says 'continue after Mendez'.
The timer rings; the learner detects it, reads GOAL and moves the blue envelope to OUT.
The learner marks done, reads NEXT and resumes after Mendez without restarting the whole stack.
The score records cue yes, retrieval with visible card, completion yes, correct resumption yes.
Result
The goal was maintained with explicit external support. This is successful supported performance, not proof of unaided executive recovery or universal productivity.
5 · Right and wrong
Compare correct or safer execution with the common wrong version
Right and wrong comparison
Moment
Right / safer
Wrong / riskier
Why it matters
Goal: Goal maintenance checkpoint
Use one visible completed/not-completed action. It is correct when another person can see whether the goal was completed.
Use 'stay focused' as the goal.
Vague goals cannot distinguish maintenance from definition failure.
Cue: Goal maintenance checkpoint
Use one reliable proportionate cue. It is correct when a sample alarm is detected comfortably.
Set repeated alarms every minute; it breaks the 'Choose one reliable cue' execution rule.
Over-cueing can create burden and compulsive checking.
Support: Goal maintenance checkpoint
Record the goal card as part of success.
Hide the card to test independence.
Removing support changes the task. That changes meaningful goal completion and correct resumption with assistance recorded. It is no longer the same test.
Failure analysis
Separate cue, retrieval, action and resumption.
Call every miss laziness or forgetfulness.
Different stages require different redesigns. That changes meaningful goal completion and correct resumption with assistance recorded. It is no longer the same test.
Scope: Goal maintenance checkpoint
Use a fictional desk action. It is correct when the learner works normally and uses no extra alarms.
Practise with medication or safeguarding; it breaks the 'Begin the filler task' execution rule.
Consequential goals require accountable support. That changes meaningful goal completion and correct resumption with assistance recorded. It is no longer the same test.
6 · Common mistakes
Spot the error and apply the correction
Common mistakes and corrections
Mistake
Fix
The goal does not define done.
Rewrite it as one visible action with an object and destination.
The timer cue is confused with other alerts.
Use one distinctive neutral cue and silence unrelated notifications.
The learner checks the timer constantly.
Move it out of direct view or lengthen the benign filler while keeping one alarm.
The goal is completed twice.
Add a visible done mark immediately after action.
Support use is scored as failure.
Report unaided and supported outcomes separately; do not remove the useful support.
7 · Practice
Turn the steps into a usable skill
First session
Choose and write one consequence-free goal.
Test one cue and write the if-then plan.
Prepare GOAL and NEXT cards and begin a five-minute filler task.
Respond once, complete the goal and resume the filler.
Score cue, retrieval, action, resumption and support separately.
Repeat plan
Practise three low-stakes trials across one week, each with one cue and 3–8 minutes of neutral filler. Keep the goal form and scoring rule; change only the fictional object after two successful trials. One week later, repeat without reviewing the earlier result, keeping the goal card available.
Progress when
Cue detection, goal completion and resumption are correct on three trials.
The same support works with a new fictional object/cue time without extra checking.
The learner can choose to sequence or abandon a poorly designed goal without self-blame.
Do not progress when
The cue causes compulsive checking, distress or overload.
The action becomes clinical, safety-critical, coercive or consequential.
Success depends on hiding assistance or judging worth/productivity.
8 · Check the result
Measure what changed
Meaningful goal completion and correct resumption with assistance recorded
How: For each trial, record cue detection, retrieval, action, resumption, delay and every cue/card/person support; do not combine stages into one memory score.
Good result: Three low-stakes trials complete and resume correctly with stable, proportionate supports and no compulsive checking or distress.
This does not prove: It does not prove unaided executive recovery, motivation, character, clinical benefit or reliability for consequential goals.
Self-check
Is the goal one observable action with a clear done state?
Can you state the if-then plan exactly?
Did the cue fail, the goal fail to retrieve, the action fail, or resumption fail?
Were supports recorded rather than removed?
Is the practice completely low-stakes and consented?
9 · Stop, adapt or get help
Keep the safety boundary practical
Stop and get help
Stop if reminders cause distress, compulsive checking, shame, conflict or pressure from another person.
Do not use this method for medication, self-harm, addiction, safeguarding, caregiving or another safety-critical goal; use qualified support.
Seek clinical assessment for new or worsening everyday goal failures after brain injury, neurological change or marked functional decline.
Accessibility and adaptations
Use large print, symbols, audio or tactile GOAL/NEXT cues chosen by the learner.
Shorten filler time, reduce visual clutter or use a support person while recording the adaptation.
Keep external supports as part of the result; independence is not manufactured by removing them.
10 · Evidence and limits
Why these instructions are here
primary research
In depression, Goal Management Training did not outperform computerized cognitive training on any outcome, limiting broad intervention claims.
A combined goal-management, cueing and emotional-regulation programme improved reported everyday function after acquired brain injury, but supported clinical results do not establish unaided recovery.
Sveinung Tornås; Marianne Løvstad; Anne-Kristin Solbakk; Jonathan Evans; Tor Endestad; Per Kristian Hol; Anne-Kristine Schanke; Jan Stubberud · 2016 · Primary research
Adrian M Owen; Adam Hampshire; Jessica A Grahn; Robert Stenton; Said Dajani; Alistair S Burns; Robert J Howard; Clive G Ballard · 2010 · Primary research
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Step-by-step learner mode
Each activity includes its success check, a nearby accessible alternative and an “I’m stuck” correction path. Alternatives preserve the target where possible; when they change the task, Titan labels them as related rather than equivalent.
01
Define observable done
Write one action: 'Move the blue envelope to the OUT tray.' Avoid goals such as 'be organised'.
Why this step exists
A concrete finish can be scored.
Success check
Another person can see whether the goal was completed.
I’m stuck on this step
Reset: Re-read this authored instruction — “Write one action: 'Move the blue envelope to the OUT tray.' Avoid goals such as 'be organised'.” — and its success check, then attempt only this step.
Possible snag: The goal does not define done.
Correction: Rewrite it as one visible action with an object and destination.
Stop / get help: Stop if reminders cause distress, compulsive checking, shame, conflict or pressure from another person.
02
Choose one reliable cue
Set the neutral timer for five minutes and check it is audible/visible, private and not easily confused with an urgent alert.
Why this step exists
The goal can be maintained only if the cue is detectable.
Success check
A sample alarm is detected comfortably.
I’m stuck on this step
Reset: Re-read this authored instruction — “Set the neutral timer for five minutes and check it is audible/visible, private and not easily confused with an urgent alert.” — and its success check, then attempt only this step.
Possible snag: The timer cue is confused with other alerts.
Correction: Use one distinctive neutral cue and silence unrelated notifications.
Stop / get help: Stop if reminders cause distress, compulsive checking, shame, conflict or pressure from another person.
03
Write the if-then plan
Write: 'If the timer rings, then I will stop, read GOAL, and move the blue envelope to OUT.'
Why this step exists
A specific cue-action link supports retrieval.
Success check
The statement names cue, pause, support and action.
I’m stuck on this step
Reset: Re-read this authored instruction — “Write: 'If the timer rings, then I will stop, read GOAL, and move the blue envelope to OUT.'” — and its success check, then attempt only this step.
Possible snag: The learner checks the timer constantly.
Correction: Move it out of direct view or lengthen the benign filler while keeping one alarm.
Stop / get help: Stop if reminders cause distress, compulsive checking, shame, conflict or pressure from another person.
04
Make the goal state visible
Place the GOAL card and blue envelope in the declared positions. On NEXT, write the filler task's next step so it can be resumed.
Why this step exists
External support reduces the need to hold both goals internally.
Success check
Both cards are visible and unambiguous.
I’m stuck on this step
Reset: Re-read this authored instruction — “Place the GOAL card and blue envelope in the declared positions. On NEXT, write the filler task's next step so it can be resumed.” — and its success check, then attempt only this step.
Possible snag: The result from “Place the GOAL card and blue envelope in the declared positions. On NEXT, write the filler task's next step so it can be resumed.” does not yet meet this declared check: Both cards are visible and unambiguous.
Correction: Return to the start of “Make the goal state visible”, reduce complexity or pace, and repeat only the part needed to satisfy: “Both cards are visible and unambiguous.”
Stop / get help: Stop if reminders cause distress, compulsive checking, shame, conflict or pressure from another person.
05
Begin the filler task
Alphabetise the fictional cards until the timer occurs. Do not rehearse the goal repeatedly or stare at the clock.
Why this step exists
A real delay/interruption is needed without turning it into compulsive checking.
Success check
The learner works normally and uses no extra alarms.
I’m stuck on this step
Reset: Re-read this authored instruction — “Alphabetise the fictional cards until the timer occurs. Do not rehearse the goal repeatedly or stare at the clock.” — and its success check, then attempt only this step.
Possible snag: The result from “Alphabetise the fictional cards until the timer occurs. Do not rehearse the goal repeatedly or stare at the clock.” does not yet meet this declared check: The learner works normally and uses no extra alarms.
Correction: Return to the start of “Begin the filler task”, reduce complexity or pace, and repeat only the part needed to satisfy: “The learner works normally and uses no extra alarms.”
Stop / get help: Stop if reminders cause distress, compulsive checking, shame, conflict or pressure from another person.
06
Pause on the cue
When the timer rings, stop the filler task, look at GOAL and state the intended action before moving.
Why this step exists
A deliberate pause separates cue detection from action selection.
Success check
The learner identifies the goal without guessing.
I’m stuck on this step
Reset: Re-read this authored instruction — “When the timer rings, stop the filler task, look at GOAL and state the intended action before moving.” — and its success check, then attempt only this step.
Possible snag: The result from “When the timer rings, stop the filler task, look at GOAL and state the intended action before moving.” does not yet meet this declared check: The learner identifies the goal without guessing.
Correction: Return to the start of “Pause on the cue”, reduce complexity or pace, and repeat only the part needed to satisfy: “The learner identifies the goal without guessing.”
Stop / get help: Stop if reminders cause distress, compulsive checking, shame, conflict or pressure from another person.
07
Complete and mark the goal
Move the blue envelope to OUT, mark done, then read NEXT before returning to the filler task.
Why this step exists
Closure prevents duplicate action and the next note supports resumption.
Success check
The envelope is in OUT once and filler resumes at the correct place.
I’m stuck on this step
Reset: Re-read this authored instruction — “Move the blue envelope to OUT, mark done, then read NEXT before returning to the filler task.” — and its success check, then attempt only this step.
Possible snag: The goal is completed twice.
Correction: Add a visible done mark immediately after action.
Stop / get help: Stop if reminders cause distress, compulsive checking, shame, conflict or pressure from another person.
08
Score four stages
Record cue detected yes/no, goal retrieved unaided/with card, action completed yes/no, and resumption correct/incorrect. Record support use rather than calling it failure.
Why this step exists
Different breakdowns need different fixes; this preserves the goal maintenance rule for 'Score four stages'.
Success check
The score identifies the exact stage and assistance.
I’m stuck on this step
Reset: Re-read this authored instruction — “Record cue detected yes/no, goal retrieved unaided/with card, action completed yes/no, and resumption correct/incorrect. Record support use rather than calling it failure.” — and its success check, then attempt only this step.
Possible snag: Support use is scored as failure.
Correction: Report unaided and supported outcomes separately; do not remove the useful support.
Stop / get help: Stop if reminders cause distress, compulsive checking, shame, conflict or pressure from another person.
Correct versus incorrect execution
These accessible process diagrams are built from the tutorial’s own right/wrong teaching. They are not anatomical illustrations and do not add technique beyond the canonical tutorial.
Use one visible completed/not-completed action. It is correct when another person can see whether the goal was completed.
Wrong / riskier
Use 'stay focused' as the goal.
Cue: Goal maintenance checkpoint — Over-cueing can create burden and compulsive checking.
Correct / safer
Use one reliable proportionate cue. It is correct when a sample alarm is detected comfortably.
Wrong / riskier
Set repeated alarms every minute; it breaks the 'Choose one reliable cue' execution rule.
Support: Goal maintenance checkpoint — Removing support changes the task. That changes meaningful goal completion and correct resumption with assistance recorded. It is no longer the same test.
Correct / safer
Record the goal card as part of success.
Wrong / riskier
Hide the card to test independence.
Failure analysis — Different stages require different redesigns. That changes meaningful goal completion and correct resumption with assistance recorded. It is no longer the same test.
Correct / safer
Separate cue, retrieval, action and resumption.
Wrong / riskier
Call every miss laziness or forgetfulness.
Scope: Goal maintenance checkpoint — Consequential goals require accountable support. That changes meaningful goal completion and correct resumption with assistance recorded. It is no longer the same test.
Correct / safer
Use a fictional desk action. It is correct when the learner works normally and uses no extra alarms.
Wrong / riskier
Practise with medication or safeguarding; it breaks the 'Begin the filler task' execution rule.
Method-structure checklist
10 of 10 structural checks present
✓ Ordered, Power-specific instructions — present
✓ Every activity has a success check — present
✓ Materials or supplied records are declared — present
✓ Measurement or assessment rule is present — present
✓ Tutorial-specific troubleshooting is present — present
✓ Stopping or escalation boundary is present — present
✓ Every activity has an adjacent alternative — present
✓ Correct-versus-incorrect comparison is present — present
✓ Evidence context is bound to the Power record — present
✓ Planning metadata is present — present
The method-readiness band and presence checklist assess tutorial presentation and are separate from evidence quality for the underlying Power. They are automated editorial aids, not human approval.
Manual editorial sign-off: Pending. This tutorial must not display a human-approved state until an identified editor signs the exact content hash.