# PWR-103 — Goal maintenance: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 29 min reading and worksheet pass Difficulty: Intermediate Equipment: Basic stationery or digital tools — 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 Space: Desk / seated Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G1; Focused research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context 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. Target outcome: 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. ### Authority and setup conditions - 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. ### Required or supplied materials - 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 ## 1. 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. Success check: Another person can see whether the goal was completed. Accessible alternative: Complete the same research action — “Write one action: 'Move the blue envelope to the OUT tray.' Avoid goals such as 'be organised'.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “Another person can see whether the goal was completed.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. 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. Success check: A sample alarm is detected comfortably. Accessible alternative: Complete “Set the neutral timer for five minutes and check it is audible/visible, private and not easily confused with an urgent alert.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “A sample alarm is detected comfortably.” Keep external supports as part of the result; independence is not manufactured by removing them. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. 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. Success check: The statement names cue, pause, support and action. Accessible alternative: Complete the same research action — “Write: 'If the timer rings, then I will stop, read GOAL, and move the blue envelope to OUT.'” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The statement names cue, pause, support and action.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. 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. Success check: Both cards are visible and unambiguous. Accessible alternative: Complete the same research action — “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.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “Both cards are visible and unambiguous.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. 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. Success check: The learner works normally and uses no extra alarms. Accessible alternative: Replace spoken or audio cues with visible text, captions or haptic timing while keeping the same sequence and success check. Keep external supports as part of the result; independence is not manufactured by removing them. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. 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. Success check: The learner identifies the goal without guessing. Accessible alternative: Replace small or visual-only information with enlarged text, high-contrast display, spoken description or tactile/verbal cueing while preserving the same decision and success check. Use large print, symbols, audio or tactile GOAL/NEXT cues chosen by the learner. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. 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. Success check: The envelope is in OUT once and filler resumes at the correct place. Accessible alternative: Complete the same research action — “Move the blue envelope to OUT, mark done, then read NEXT before returning to the filler task.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The envelope is in OUT once and filler resumes at the correct place.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 8. 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'. Success check: The score identifies the exact stage and assistance. Accessible alternative: Complete the same research action — “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.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The score identifies the exact stage and assistance.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.