Individual Education Plans and Behavior Goals

Individual Education Plans and Behavior Goals Managing difficult behavior is one of the challenges that makes or breaks effective instruction. Early Intervention If a childs behavior impacts his or her ability to perform academically, it requires a Functional Behavioral Analysis (FBA) and modify behavior informally, before you go to the lengths of an FBA and BIP. Avoid accusing parents or whining about behavior: if you gain the cooperation of parents early on you can avoid another IEP team meeting. Behavior Goal Guidelines Once you have established that you will need an FBA and BIP, then its time to write IEP Goals for behaviors. Write your goals positively as much as possible. Name the replacement behavior. Instead of writing Zachary will not hit his neighbors write Zachary will keep hands and feet to himself.Avoid preachy, values freighted words, especially responsible and accountable. When discussing with the student why feel free to use these words, such as Lucy, Im so happy youre being responsible for your temper. You used your words instead!! But goals should read: Lucy will present a card cue when she needs a time out to cool off 80 percent of the day (interval objective.) There are basically two kinds of objectives as noted above: interval and frequency goals. Interval goals are measured across intervals, and frequency goals measure the number of occurrences of a preferred or replacement behavior during a time period.The goal of behavior goals should be to extinguish, or eliminate, undesirable behavior and replace it with appropriate, productive behavior. Focusing on the target behavior may reinforce it. Focusing on the replacement behavior should help to extinguish the behavior. Problem behavior is not usually the result of reflective, thoughtful choices. It is usually emotional and has been learned by being rewarded. That doesnt mean you shouldnt talk about it, talk about the replacement behavior and talk about the emotional content of good behavior. It just doesnt belong in an IEP.There is no such thing as an attitude goal. Lets face it, weve all known kids who were nasty, negative or unpleasant, but we need to remember that attitude follows behavior. Once you have success, you can build a positive relationship. You cant dictate right attitude. You can model it. Kinds of Behavioral Goal Goals for Disruptive Behavior:Disruptive behavior is generally out of seat behavior, calling out behavior, and attention seeking behavior. Generally, the function of this sort of behavior is attention, though children with Attention Deficit Disorder (ADD) often do it because, well, thats who they are!ExamplesGoal for Out of Seat: During instruction (a Color Wheel Behavior Plan would be good for clarity, here,)Susan will remain in her seat 80 percent (4 of 5) of half hour intervals, two of three consecutive 2 1/2 hour probes.Calling Out: During instructional periods, Jonathon will raise his hand 4 of 5 (80%) of in-class participation occasions for three of four consecutive 45-minute probes.Attention Seeking Behavior: These goals can only be written when you have a good, operational description of the replacement behavior you want. Angela will throw herself on the floor to get her teachers attention. The replacement behavior is for Angela to use a pre-determined cue (a red cup on top o f the desk) to get the teachers attention. The goal would read: Angela will remain in her seat and cue the teacher for attention with a pre-agreed signal. Goals for Academic BehaviorAcademic behavior is behavior that supports academic progress, such as completing work, returning homework and meeting certain standards for neatness. Be sure behaviors support the childs progress, not your need for certain kinds of academic behaviors. Many of those things should be addressed under the rubric procedures.Completion of Assignments When given adapted math assignments of 10 or fewer problems, Rodney will finish 80% of assignments 2 out of 3 consecutive weeks.Homework: The behavior surrounding homework is composed of several component parts: recording assignments, doing the assignments at home, turning the assignment in. One adaptation for homework, especially for children with Aspergers syndrome would be to do 30 minutes of homework, ask the parents to time the work section and initial it. The behavior surrounding homework is really only important in supporting the purpose of the homework: to practice and review instruction.Assignment Book: Lou is will correctly record 80% of daily assignments for five daily classes (4 of 5) and get the assignment book signed by the teacher 3 of 4 consecutive weeks.Doing Homework: Melissa will complete 45 minutes of homework as recorded by parents, 3 of 4 nights a week, 2 of 3 consecutive weeks.Turning in Homework: Given daily homework assignments 4 of 5 nights a week, Gary will place completed work in a folder in the homework box on the ​teachers desk, 3 of 4 days (75%) for 3 of 4 consecutive weeks. Tantrumming: Tantrumming is often more than one behavior, and you need to decide at what point intervention will eliminate the tantrum. A functional analysis is vital: what functional purpose does the tantrum serve? To avoid work? To avoid certain tasks or situations? Maybe you just need to change how work demands are made and how choices are proffered to the child. To get preferred item? Because the child is overtired and needs to escape all demands? Knowing the function of the behavior and the childs preferences can avoid a lot of tantrums. Our imaginary student, Cloe, tends to tantrum when she overly tired. The replacement behavior is to ask for a break/rest, where the classroom aide will place Cloe on her side on a mat, with her head elevatedWhen Cloe is tired, she will present the teacher or classroom aide with the picture exchange card for a break, 4 of 5 episodes (4 requests for each tantrum) or 80% of occasions, 3 of 4 weeks.