IEP Behavioral and Counseling Goal Menu
Aggression
_________ will demonstrate being mad the right way ___% of observed trials.
_________ will use appropriate strategies to calm themselves with prompts ___% of observed
trials.
_________ will allow themselves to be mad or frustrated without hurting 90% of observed
opportunities.
_________ will refrain from physical aggression (i.e. kicking, hitting, pushing, tripping) across
all environments in school, for 4 consecutive weeks, with all adults and children as measured by
event data.
_________ will refrain from aggression (i.e. hitting, kicking, pushing) 100% of the day, across
all environments, with all adults and children as measured by special education event data, over
8 consecutive weeks.
!Class Participation
_______ will demonstrate raising her hand to participate in whole class and/or small group
instruction, 80% of the time in 5 out of 5 intervals, as measured by teacher observations.
_______ will respond when called upon 80% of observed trials.
Coping Skills/!Emotional Regulation/ Self-Regulation
In the classroom environment, ______ will utilize positive self-talk and coping strategies to
handle stressful situations or work demands in which he/she manifests anxious or withdrawn
behavior (i.e. putting head down, saying he/she can't do something), demonstrated by engaging
in the 30 minute activity or situation in a calm and positive manner with one prompt on 2/3
occasions.
In counseling sessions, _______ will accurately identify feelings and appropriate coping
strategies when presented with real or imagined situations with 80% accuracy on 4 out of 5 trials.
When _____ becomes upset, frustrated, or angry, he will use a self-regulation/coping strategy
(movement break, deep breathing, quiet space break, deep pressure/heavy work activity, etc.) to
avoid engaging in an unexpected behavior, with one reminder, on 4 out of 5 opportunities, as
measured by observations and documentation.
__________ will improve his self-regulation skills as demonstrated through utilizing a tool (e.g.
inner coach, sensory support, calming break) to aid in regulating to an expected emotional state
(e.g. green zone - which is when we feel calm, happy, content, and focused) with one adult
reminder on 8 out of 10 instances in a small group setting, as measured over two week period
______ will improve insight on regulation as demonstrated by identifying the instances where
he/she could have benefited from utilizing a tool to aid in regulation and determine what tool
would have been beneficial for each instance with 80% accuracy.
When presented with a problem (non-preferred task, frustrating situation, criticism/correction),
______ will accurately determine the size of the problem (big problem, little problem) and
determine the appropriate emotional response (take a break, talk with teacher, take a deep breath,
replace frustration with good thoughts, etc.) and return to task at hand in 4 out of 5 trials as
measured by teacher charted data.
When given a frustrating situation (i.e. undesired task, demand, and/or undesired peer behavior),
with one prompt ________ will utilize coping strategies (i.e. take a break, deep breaths, etc.) and
return to and remain on task with a calm body and mind for a minimum of 10 minutes with an
average of 95% over 8 consecutive school weeks, across all classroom environments.
When presented with a situation known by ______ to be anxiety or frustration producing for him
(i.e. non-prefered task, unexpected obstacle such as ______, tasks perceived as too difficult,
unfamiliar adult, and non-preferred adult), he will independently demonstrate an appropriate
emotional response through finding a solution to his problem or using a strategy to regulate back
to an expected emotional state (take a break, talk with teacher, etc.) and return to task at hand
within 2 minutes, for an average of 80% of instances both throughout all environments and
within each environment.
Self-Monitoring!
_______ will demonstrate the ability to recognize expected and unexpected behaviors as well as
rate his own behavior as part of his self-monitoring system with 80% accuracy as compared to
teacher ratings of behavior.
______ will demonstrate the ability to accurately recognize her level of anxiety through the use
of a visual self-rating system (e.g. feelings thermometer) with 80% accuracy, as compared to
teacher observations and data.
Self -Control!
_______ will show self-control of his/her body and voice (good personal space, keeping hands/
arms/legs !near body, and appropriate voice level) in relation to the expected levels of the
classroom and peers around him for 80% of a 20 minute period.
________ will demonstrate self-control in the classroom through raising his/her hand and
waiting to be called on by the teacher when he/she has a question in class, with 80% accuracy in
5 out of 5 trials, as measured by teacher observation and data collection.!
On-Task/ Work Completion!
When given a task or direction ______ will begin the task within 1 minute and remain on task for
a minimum of 10 minutes independently with no more than 2 prompts on 8 out of 10
independent tasks, as measured by staff data.
Given a maximum of one verbal cue, _______ will attend to a non-preferred, small-group
activity and/or independent assignment, without protest, and remain on task with no task
avoidance (bathroom, getting a jacket, tying shoes, sharpening pencil, etc.) for 20 minutes, in 3
out of 4 trials, as measured by observations and staff documentation.
_______ will demonstrate on task-behavior in the general education setting for 75% of intervals
during a 10 minute period, with the use of an appropriate fidget and one adult reminder, in 4/5
trials, as measured by observation and data.
________ will attend (sit still, eyes on teacher, hands to self, quiet voice) to a task during large
and small group instruction across settings for a 10 minute period with no more then 1 teacher
prompt in 4 out of 5 trials as measured by teacher charted data.
With movement breaks and the use of self-regulation strategies, _____ will demonstrate the
ability to attend to a task for an average 75% of intervals in a 20 minute class period.
With the use of taught self-regulation strategies and self-monitoring checklists, ______ will
independently begin a task (including non-preferred tasks) within 2 minutes of direction for an
average of 80% of opportunities, across environments.
With the use of taught self-regulation strategies and self-monitoring checklists, once ______ has
began an independent task, he will then remain focused on the task for at least 10 minutes, free
from adult prompts, for an average of 80% of opportunities, across environments.
When given an assigned task, ____ will independently complete an assignment/task, and ask for
assistance, if needed, with 80% accuracy in 5 out of 5 consecutive trials, in a small group setting,
as measured by teacher-charted observations.
When given a non-preferred task paired with the use of self-regulation strategies and rewards
systems, ______ will begin the task within 1 minute, and complete the appropriately modified
version of the task within a predesignated appropriate amount of time (with use of timer) on 8
out of 10 opportunities, as measured by staff data.
Anxiety
In counseling sessions, _____ will accurately identify situations that can be anxiety producing
and appropriate coping strategies or relaxation techniques when presented with real or imagined
situations with 80% accuracy on 4 out of 5 trials.
______ will demonstrate the ability to accurately recognize her level of anxiety through the use
of a visual self-rating system (e.g. feelings thermometer) with 80% accuracy, as compared to
teacher observations and data.
Negative Comments and Gestures
With the use of Cognitive Behavioral Intervention (strategy of learning to regulate thoughts and
beliefs in counseling paired with daily reinforcement as tools are utilized), _____ will reduce
instances of negative comments and gestures to an average of 1 instance per hour, across all
classroom settings, as measured over 6 trial days.!
Non-Compliance/ Following Directions
When given a frustrating situation (i.e. non-preferred task, not being able to choose preferred
activity such as computers, etc) _______ will engage in no more than 20 minutes of non-
compliance over a week period as measured through time sampling data.
Given a three step functional direction from an adult, _____ will complete all three steps with a
maximum of 1 additional prompt in 4 out of 5 trials as measured by teacher observation and data.
Through the use of Self-Monitoring checklists, _______ will reduce instances of Passive Non-
Compliance (becomes purposely and increasingly distracted through ignoring tasks, demands, or
staff directives) to an average of 20% of intervals or less, both across all educational
environments and within each educational environment, as measured across a one week period.
During a 20 minute academic task, ____ will respond to staff directives in an expected manner
within 1 minute and with one reminder on 4 out of 5 trials, as measured by teacher observation
and data.
Peer Interactions/ Social Skills!
During unstructured play times, ______ will interact with peers in an appropriate manner
through maintaining personal space and a respectful voice for an average 80% of intervals,
measured over a 2 week period
_______ will decrease inappropriate verbal comments (such as "you are weird" or "you are a
loser") to 1 time per week or less by responding appropriately when his/her feelings are hurt (use
words, talk to a teacher, walk away, stay calm) and seeking attention in appropriate ways (asking
a friend to play, initiating conversation, giving a compliment) in 4 out of 5 trials as measured by
teacher charted data.
During unstructured play (recess, choice time), _______will play (participate, share, follow
directions/rules, take turns) with 1-2 peers for 10 minutes with no more then 1 adult prompt in 4
out of 5 opportunities as measured by teacher/staff data and observation.
Social/Emotional Problem Solving!
When given scenarios of social conflicts, ______ will demonstrate problem solving skills by
identifying the problem and generating two solutions appropriate to the situation in 4/5 trials, as
measured by data collection.
Organization of Materials!
_____ will organize his/her materials in a binder or folder and will bring assignments to and
from school with 80% accuracy as measured by binder/agenda checks and teacher records.
_______ will organize his/her materials in a binder or folder and will bring assignments to and
from school with 80% accuracy as measured by binder/agenda checks and teacher records.
Given helpful organizational strategies, _____ will present with organized school materials
(folders, books, assignments, supplies) in his desk 3/4 times, 3 weeks in a row, as measured by
review of his student planner, timely completion of assignments, and teacher report.
_______ will independently perform the task of writing his HW legibly in his planner and
compile needed assignments in his binder with 80% accuracy in 5 out of 5 consecutive trials as
measured by teacher-charted observations/ planner checks.
______________________________________________________________________________
IEP Goal Writing Resources
Writing SMART IEP's - Wrightslaw
Developing SMART IEP goals for behavior problems
Determining and writing effective IEP goals
Tips for making IEP goals measurable
The importance of SMART IEP goals
