Change behavior

BehaviorIEPGoals.docx

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Behavior Change Project: Behavioral IEP Objectives

Directions: Write one increasing and one decreasing behavior IEP goal. Make sure that all 4 components of an IEP objective are included. If you need a reminder, you can review the information presented during week 3. Remember to include short term objectives. There is no required number of STO’s but you must have a minimum of 1. An example of an increasing goal is provided below. YOU MAY NOT USE MY GOAL but you may review it as a sample.

Increasing Behavior Goal

Write Increasing Goal Here

Baseline: Use data from your baseline data collection (how often are they currently engaging in the appropriate replacement behavior)

Short Term Objectives

Write STO’s Here

Decreasing Behavior Goal

Write Increasing Goal Here

Baseline: Use data from your baseline data collection (How often are they currently engaging in the problem behavior)

Short Term Objectives

Write STO’s Here

Example:

Increasing Behavior Goal

Given direct instruction in self-regulation strategies and fading support from staff, Johnny will demonstrate the ability to independently utilize a coping skills tool when frustrated with an academic task (i.e. deep breaths, counting, requesting help) in 80% of opportunities given or higher for 10 consecutive data collection days.

Baseline: Johnny currently demonstrates the ability to independently utilize a coping skills tool when frustrated with an academic task in 80% of opportunities given or higher for 3 consecutive data collection days.

Short Term Objectives

1. Given direct instruction in self-regulation strategies and fading support from staff, Johnny will demonstrate the ability to independently utilize a coping skills tool when frustrated with an academic task (i.e. deep breaths, counting, requesting help) in 80% of opportunities given or higher for 5 consecutive data collection days.

2. Given direct instruction in self-regulation strategies and fading support from staff, Johnny will demonstrate the ability to independently utilize a coping skills tool when frustrated with an academic task (i.e. deep breaths, counting, requesting help) in 80% of opportunities given or higher for 7 consecutive data collection days.