早期療育服務中評估兒童各領域能力的發展以及接受療育進步之情形， 可以使用標準化量表的評量模式，也可以使用個別化的評量模式。個別化評量模式的優點在於能夠依照個案發展情形選擇評估內容，訂定療育目標，並且能夠呈現個案因為療育介入所獲得的微小進步，符合早期療育以個案為中心的服務理念。目標達成量表是個別化評量模式中應用的一種工具，評估者依照個案功能狀況訂定療育目標，並且以五分量表方式具體描述可能進步的情形，評估者可以定期評估療育目標達成的狀況。本研究希望探討在早期療育服務過程中，早期療育專業團隊使用目標達成量表作為早期療育成效評量的歷程。 本研究係以「行動研究法」來蒐集與分析資料，希望解決實務工作上面臨的問題，及建立起實務工作的理論。本研究的參與者為早期療育服務計劃的機構人員與專業團隊人員，包括個案管理員、物理治療師、職能治療師、語言治療師、臨床心理師等。我參考目標達成量表的架構設計了「家庭療育諮詢服務紀錄表」，藉此希望能夠評鑑療育目標完成的情形，以了解療育安置建議的適切性，進而提供服務方案評鑑的資料。此紀錄表經過訓練、試行、修正及再修正後，將原先目標達成量表設定的－2、－1、0、1、2的方式，修改為1、2、3、4、5，其中１分代表個案目前的表現，2、3、4、5分則分別代表個案在6周、12周、18周、24周時預期達成的目標行為。研究發現各專業使用此一紀錄表的問題包括：療育目標數量受到限制、無法完成所有分目標的描述、療育目標具多重目標特性、以發展概念或是訓練替代療育目標、療育目標量化之必要性。研究結果建議跨專業團隊應根據個案發展及療育的需求訂定整合性的療育目標，各專業可依此訂定各領域發展的目標，最好不要超過四個，目標的難易度及分目標的難度梯階應該由團隊會議決定，目標的訂定可以以發展課程工具協助，或是以發展目標訂定分目標，目標的訂定則應該兼顧質化的描述與量化測量的要求。

PURPOSE: Development status for children with disability who receive early intervention services can be evaluated either by standardized test or individualized evaluation. The advantage of individualized approach includes the ability to present minor improvement due to intervention and the provision of client-centered service. Goal attainment scale is a 5-point scale to measure individual improvement due to intervention. The purpose of this study is to investigate the application of goal attainment scale in the evaluation of early intervention. SUBJECTS: Participants of this study include staff from the social welfare institute and professionals that provide services for the institute. Trans-disciplinary team model was employed in the evaluation. METHOD AND MATERIALS: Action research is used in this study to solve the clinical problem and to establish clinical model and theory. The researcher designed an individualized family service-recording sheet according to the frame of goal attainment scale. The participants of the trans-disciplinary team were trained to use the recording sheet. Team meetings were held to discuss the revision of the recording sheet. RESULTS: The -2, -1, 0, 1, 2 format of goal attainment scale was modified to 1, 2, 3, 4, 5. 1 represented the current condition of the child. 2, 3, 4, 5 represented the target behavior within 6, 12, 18, and 24 weeks respectively. The professionals found that limit of four intervention goals could danger the treatment planning. Filing all the stages of the goal was hard for the professionals. Sometimes the goals they set were either multi-purposeful or replaced by developmental concept and training. The professionals of the team were also confused whether the goals should be quantitative or qualitative oriented. CONCLUSIONS: It was concluded the mission of trans-disciplinary team was to set an integrated goal for the child. Each professional could have discipline-based goals according to the integrated one. The goals should be limited with four. The team had to decide the ladder of difficulty for each stage of the goal. Developmental curriculum could be used to guide goal setting. The goal should be both quantitative and qualitative.