*3.4. Set Goals Addressing Meaningful Participation*

The family then chooses goals for their child and themselves. The child can participate in this process, as appropriate, and the family has editing power, meaning the family has the last say in what goals are decided upon. The professional can help the family by looking at the notes and reminding the family of concerns that arose during the routines-based conversation. Typically, the RBI produces 10–12 goals, both child and family goals. The routines-based conversation might produce fewer but should still be six or more goals.

The professional reads or shows, perhaps through a shared screen, the goals the family has chosen and asks them to put these into order of importance. If appropriate, the child can participate in this process. Once the professional has this importance prioritization, he or she can create a Goal x Routine matrix, such as shown in the RBM resource page (Access to RBM resource page available here http://eieio.ua.edu/uploads/1/1/0/1/1101 92129/intervention\_matrix\_completed\_english.pdf (accessed on 2 April 2020)).

Once we know the child's and family's needs, we should develop a plan. Research has shown that having goals is better than not having goals [12]. Next, we discuss the importance of child goals addressing meaningful participation (Access to RBM resources provided in Supplementary Material S1).
