Behavioral Objectives
Everything you ever wanted to know
about writing annual goals and short
term objectives!
Guidelines for Oregon IEP
Identify the Measurable, Annual Goals,
including Measurable, Short-term
objectives
For students through age15
For students 16 and older
Goals and objectives must relate
to:
Meeting the student’s needs that result from
the disability
Meeting the student’s needs to enable
involvement in and progress in the general
curriculum
Meeting other education needs that result
from the disability
What are goals, short-term
objectives & benchmarks?
Page 52, TEC article
Annual goals
Statements, written in measurable terms
Describe what a student can reasonably
accomplish in a 12-month period
Direct relationship between goal statements
and student’s PLEP
Must include:
o Criteria
o Evaluation procedures
Short term objectives
Each annual goal on the IEP must include
short-term objectives
Measurable, intermediate steps to provide
IEP team and parents with information on
how the student is progressing during the
duration of the IEP
Serve as a measure of progress toward the
annual goal
Why write clear and precise goals
and short-term objectives or
benchmarks?
 Page 53, TEC article
 Clear focus for instruction
 Monitor progress
 Communicate expectations
 “Best practice”
 Hall mark of a special education
 “We said so.”
Behavioral Objective
Conditions
Behavior
Criteria
o Goals
o Short-term objectives or benchmarks
o Instructional Objectives
o Daily Objectives
Behavioral/learning Objectives
Annual Goal
Math calculations
Instructional Objective
2 digit + 1 digit
w/
regrouping
Daily Objective
2 digit + 10
(answers > 99)
Short-term objective
2 digit + 2 digit
w/ & w/out
regroupting
Short-term objective
3 digit + 3 digit
w/ & w/out
regrouping
Instructional Objective
2 digit + 2 digit
w/out
regrouping
Instructional Objective
2 digit + 2 digit
w/
regrouping
Daily Objective
2 digit + 11
(answers > 99)
Daily Objective
2 digit +12
(answers > 99)
Daily Objective
2 digit + 10,11,12
(answers > 109)
Short-term objective
Fractions
w/ like
denominators
Conditions
Circumstances under which behavior
will occur
o Stimulus
o Cue
o Natural conditions
o Materials
Clear description of assessment
material used to evaluate learning
outcome (p. 53)
Conditions
Assistance (p. 54)
Accommodations
o Can establish basis for necessary
accommodations in statewide testing
o Other teachers and parents understand how
student demonstrated competency
Evaluation setting
Behavior
Clear description of what student will do
The actual motoric response(s)
expected of student
Writes, prints, types, reads orally
Need to be able to observe the behavior
or have a product
Will (be able to)
Criteria
Evaluation point previously
set/determined to assist in assessing
mastery
o Accuracy (criterion level) (p. 55)
o Fluency (number of times student should
demonstrate that level)
• 3 consecutive performances
• Future objectives and practice opportunities
o Evaluation schedule
• Separate section on Oregon IEP
Setting criteria
How many other times/places will student
get to practice this skill in the future?
What level of mastery is required in real
world?
Wiggle room!
Annual Goal
Given tension in the bladder, Jill will get
the supervisor's attention, sign "toilet,"
and walk unassisted to the bathroom
with 100% accuracy for 20 consecutive
school days.
o Supervisor’s attention
o Sign language
o Walking unassisted
Short-term objectives
 Given a urinal, Bobby will relieve himself
with 100% accuracy for 20 consecutive
trials.
 Given a facsimile of a digital clock, Tommy
will verbally state the time within 3
seconds for 4/5 trials for 2 consecutive
days.
 Given paper and pencil and the verbal
command, "Write your name", Cathy will
write her name with 100% accuracy at a
rate of 60 letters per minute.
Your turn . . .
Coin identification
Saying the alphabet
Writing numbers
Annual Goal
Given picture prompts, Delores will do
her weekly laundry at the laundromat
with 100% accuracy in less than 2
hours for 4 out of 5 consecutive weeks.
Short-term objectives
 Given the desire to eat lunch and the need
to fix a simple lunch during the lunch hour,
John will fix a grilled cheese sandwich with
100% accuracy for 3 out of 4 lunch times.
 Given quart jars or smaller with lids less
than 3" in diameter, Donna will unscrew the
lid on four out of five trials for five
consecutive sessions.
Short-term objectives
 Given the opportunity to make a grilled
cheese sandwich and a model for each
step; Courtney will spread butter on bread,
unwrap cheese and place it on one slice of
bread, and place the other piece of bread
on top with 100% accuracy in less than 1
minute.
Short-term objectives
 Given the need to make a grilled cheese
sandwich, Stacy will use an electric griddle
safely (e.g., no burns) for 10 consecutive
sessions
 Given the need to make a grilled cheese
sandwich, Stacy will use an electric griddle
without burning herself for 10 consecutive
sessions.
Short-term objectives
 Given hunger, a menu, and the verbal cue,
"Cindy, what would you like to fix for
lunch?", Cindy will state her choice within
15 seconds for 5 consecutive lunch
periods.
 Given the school library, Johnny will
choose a book to check out within 10
minutes for 3 consecutive library times.
Specialized objectives
Generalization objectives
Maintenance objectives
Participation objectives
Behavior objectives
Components of
generalization objectives
Is the learner specified?
Is the behavior specified (and functional)?
Are the performance conditions specified?
Are the criteria specified?
Are persons responsible for reporting
success named?
Is an aim date set?
Is this a realistic objective?
Billingsley, F. F., Burgess, D., Lynch, V. W., & Matlock, B. L. (1991). Toward
generalized outcomes: Considerations and guidelines for writing instructional
objectives. ETMR, 26, 351- 358.
Across people
By May 1, Todd will participate in a volleyball
game with other pupils in school gym class for 20
minutes without sitting down or leaving the game.
He will also "serve" on appropriate occasions
(with physical assistance of a peer if he requests
it). Within a week following the target date, he
will participate in a Sunday afternoon volleyball
game sponsored by the park department without
sitting down or leaving. Assistance in serving, if
requested, will be provided by his brother.
Success will be judged at school by the gym
teacher and in the park by his brother.
Across objects/materials
Sally will demonstrate the ability to turn on the
radio/ cassette player/television in the classroom and
music room at school. She will locate the switch and
turn on within 10 seconds without prompts on at
least 2 occasions. She will also turn on 3 "untrained"
electronic leisure appliances with either turn knob,
roll-friction switch, or push-button method of
activation in her home within 10 seconds of
approaching the appliance. Success will be judged
by the teacher in the school and her parents in the
home. Aim date: December 22.
Across settings/time
Joe will wash dishes at homes of senior citizens as
part of a work crew. Washing dishes at Highcrest
Apts. will be competed within 1 hour with no
assistance to the satisfaction of the job coach (no
soap, no grease, no food, etc.) Aim date: February
15. By the same date, generalization of satisfactory
performance, as determined by the job coach, will
occur in different homes. Washing dishes will be
finished within the time allotted by the job coach.
Across settings/time
Lorna will engage in unprompted interactions with
peers on the playground for at least 8 minutes of the
15 minute morning recess on 3 consecutive
occasions by March 18. By that same date, she will
interact with peers for at least 8 of 15 minutes during
the afternoon recess on one occasion. Success will
be judged by the instructional assistant.
"Spontaneous," "as needed,"
or "as appropriate" basis
Sarah will wash her hands when it is appropriate
(e.g., before eating, when dirty, after toileting, etc.)
throughout the school day by June 1. Handwashing will be completed within 3 minutes on
each occasion and her hands will be dry and
reasonable free of dirt as determined by the
teacher. Sarah will also wash her hands at
appropriate times at home during one day
(morning and evening) by the same date.
Acceptability of duration and quality will be
judged on the basis of parental report.
Your turn . . .
Across objects
o Sports equipment
Across settings/time
o Ride bus
Maintenance Objective
Given the need to eat lunch, Joey will
accompany Mrs. Brown's 4th grade class to the
cafeteria, select his lunch, carry his tray to a
table of his choice, and eat his lunch within 20
minutes to the satisfaction of his peers for the
entire school year.
Your turn . . .
Ride the bus
Participation Objective
Given the 1st grade music class, Karen will
attend 2 days a week for 30 minutes for the
2002-2003 school year.
Your turn . . .
Art class
Behavior Objective
Given an opportunity to go to the grocery
store, Tammy will not throw tantrums for 3
consecutive outings.
Must pass “the dead man’s test”
Given an opportunity to go to the grocery
store, Tammy will sit in the cart, smile at
her mother, repeat names of items, and play
with a small toy to the satisfaction of her
mother for 3 consecutive outings.
Your turn . . .
Off-task behavior
Talk-outs or swearing
Sequential instruction
 Given step-by-step verbal directions and a model, Joey
will make a grilled cheese sandwich with 80% accuracy for
2 consecutive school lunches.
 Given step-by-step verbal directions, Joey will make a
grilled cheese sandwich with 90% accuracy for 2
consecutive school lunches.
 Given no more than 2 verbal directions, Joey will make a
grilled cheese sandwich for 2 consecutive school lunches.
 Given the need to fix lunch, Joey will make a grilled
cheese sandwich in 10 minutes for 2 consecutive school
lunches.
Alternate sequence
 Given all the necessary ingredients on the counter,
Joey will make a grilled cheese sandwich with
100% accuracy for 2 consecutive lunch periods.
 Given all the necessary ingredients stored in the
appropriate places, Joey will make a grilled cheese
sandwich in 10 minutes for 2 consecutive lunch
periods.
Given reading materials at a third grade
level, Marty will demonstrate competent
reading skills by 11/15/03.
Criteria: 93% accuracy
85% comprehension
120 WCDPM
Evaluation Procedures: Informal Reading
Inventory (IRI)
How will progress be reported to parents:
Written progress reports at grading periods.
•comprehension
•Given a variety of third grade level printed
materials, Marty will demonstrate literal,
inferential, and evaluative comprehension with
85% accuracy on teacher developed assessment
for 2 opportunities by 11-15-03
•accuracy
•Given a variety of third grade level printed
materials, Marty will read by using phonics,
language structure, word meaning, and visual
cues with 93% for 2 opportunities by 11-15-03.
•rate
•Given third grade level reading passages,
Marty will read at a target rate or 120 words
correct per minute for 4 out of 5 timings by 1115-03.
•vowel sounds
•Given word lists containing multi-syllabic
words with vowel blends (ai, ea, ie, ou), Marty
will read at 100% accuracy for 2 out of 3
opportunities by 11-15-03.
K- 5 Content Goals - Reading
Grade 3 - Benchmark 1
Read accurately by using phonics, language
structure, word meaning, and visual cues.
• Know and use common and complex word
families when reading (e.g., -ight) to decode
unfamiliar words
• Decode regular multi-syllabic words
• Increase number of high frequency words read
accurately
• Read grade level appropriate text with 93 - 97%
accuracy
Given a writing prompt, Marty will meet
criteria for State Benchmark 1 by 11-15-03.
Criteria: Will score 3’s using state scoring
guide.
Evaluation Procedures: Writing samples
How will progress be reported to parents:
Written progress reports at grading periods.
•conventions
•organization
•content/ideas
•Given a writing prompt, Marty will write
a paragraph using appropriate spelling,
grammar, punctuation, and capitalization
for a score of 3 on a final copy by 11-1503.
•Given a writing prompt, Marty will write
a paragraph with an identifiable
beginning, middle, and end for a score of
3 on a final copy by 11-15-03.
•Given a writing prompt, Marty will write
a paragraph containing a main idea with
some supporting details for a score of 3 on
a final copy by 11-15-03.
K-5 Language Arts Content
Goals - Writing
Common Curriculum Goals
CONVENTIONS: Demonstrate knowledge of
spelling, grammar, punctuation, capitalization,
paragraphing, and citing sources.
Content Standards
CONVENTIONS: Use correct spelling, grammar,
punctuation, capitalization, paragraph structure,
sentence construction, and other writing
conventions.
K-5 Language Arts Content
Goals - Writing
Common Curriculum Goals
CONTENT AND IDEAS: Communicate
knowledge of the topic, including relevant
examples, facts, anecdotes, and details
appropriate to topic, audience, and purpose.
Content Standards
CONTENT AND IDEAS: Communicate
knowledge of the topic including relevant
examples, facts, anecdotes, and details.
Grade 3 - Benchmark 1
 Convey main ideas with some details.
o Include an identifiable purpose and main idea in their
writing.
o Use some supporting details.
o Introduce the topic.
o Write clear, focused sentences in a paragraph that
develops the main idea and shows awareness of
audience and purpose.
o Communicate big ideas using facts and details
o Begin using quotations.
o Use diagrams, charts, or illustrations when appropriate.
K-5 Language Arts Content
Goals - Writing
Common Curriculum Goals
ORGANIZATION: Structure information in
clear sequence, making connections and
transitions among ideas, sentences, and
paragraphs.
Content Standards
ORGANIZATION: Structure information in
clear sequence, making connections and
transitions among ideas, paragraphs, and
sentences.
Grade 3 - Benchmark 1
 Structure writing by developing a beginning,
middle, and end supported by some transitions.
o
o
o
o
Develop an identifiable beginning, middle, and end.
Sequence events.
Use some transitions.
Create a single paragraph.
• Develop a topic sentence.
• Include simple supporting facts and details.
• Write a concluding sentence.
Given a math prompts or problems at a
fourth grade level, Marty will demonstrate
computation and problem-solving skills.
Criteria: Will score 4’s on required traits,
95% correct
Evaluation procedures: Work samples
How will progress be reported to parents:
Written progress reports at grading periods.
Given paper and pencil or a calculator,
Marty will perform calculations on whole
numbers, fractions, and decimals
• multiply by a 2 digit number,
• divide up to 3 digit by 1 digit with remainder
• add/subtract fractions with like denominators,
and
• recognize common percentages
with 95% accuracy for 2/3 opportunities by
11-15-03.
Given fourth grade level problem
solvers, Marty will accurately solve a
problem, demonstrate conceptual
understanding of strategies used, and
communicate the solution process for a
score of 4 on by 11-15-03.
Descargar

Behavioral Objectives