Functional domain
Self-Regulation & Coping IEP goals
Self-regulation goals teach a replacement behavior that serves the same function as the problem behavior, then measure both: how often the student uses the coping strategy and how often, how long or how intensely the problem behavior still occurs. Base the targets on a functional behavioral assessment and align them with any behavior intervention plan.
Common measurability defects
- Writing a goal that only says what the student will stop doing ("will not have tantrums") without a replacement skill to teach.
- Leaving the problem behavior undefined, so one adult counts crying as an outburst and another does not.
- Setting a target of zero incidents with no interim criteria, which makes realistic progress invisible and discourages the team.
- 01Grades K-2ED
Baseline
In 1st grade, has an average of 4 tantrums per week (screaming, dropping to the floor, throwing materials), each lasting about 12 minutes. Uses a break card in 0 of 10 observed frustration events.
Annual goal
By [annual review date], when frustrated during academic tasks or transitions, the student will request a break with a break card or words and use a taught calming strategy (deep breathing, squeeze ball, calm corner), reducing tantrums to 1 or fewer per week lasting 3 minutes or less, for 4 consecutive weeks.
Measured by: Daily frequency and duration log of tantrums and break card use recorded by the classroom teacher and paraprofessional, following the operational definitions in the behavior intervention plan. Weekly summary graphed and reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will use the break card with a gestural prompt in 5 of 10 frustration events, with 3 or fewer tantrums per week.
- By the end of the second grading period, the student will use the break card independently in 6 of 10 events, with 2 or fewer tantrums per week lasting 6 minutes or less.
- By the end of the third grading period, the student will use the break card independently in 8 of 10 events, with 2 or fewer tantrums per week lasting 4 minutes or less.
- 02Grades K-2Autism
Baseline
In 2nd grade, responds to unexpected schedule changes (assembly, substitute teacher, indoor recess) by crying or dropping to the floor in 7 of 10 changes, needing an average of 15 minutes to rejoin the class.
Annual goal
By [annual review date], when an unexpected change is shown on the visual schedule with a change card, the student will accept the change by moving the card, using a coping phrase ("Something different, it's okay") and joining the new activity within 2 minutes in at least 8 of 10 unexpected changes across a 4-week period.
Measured by: Event recording of each unexpected change by the special education teacher or paraprofessional, noting response, coping phrase use and latency to join the activity. Graphed and reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will join the new activity within 10 minutes in 5 of 10 changes with an adult model of the coping phrase.
- By the end of the second grading period, the student will join within 5 minutes in 6 of 10 changes.
- By the end of the third grading period, the student will join within 3 minutes in 7 of 10 changes using the coping phrase independently.
- 03Grades 3-5ED
Baseline
In 4th grade, when upset, cannot name the feeling or its intensity, and leaves the classroom without permission an average of 3 times per week for 20 minutes. Identifies a coping strategy in 1 of 10 role-plays.
Annual goal
By [annual review date], when upset in class, the student will rate the intensity on a 5-point scale, choose a coping strategy from a personal menu and return to the assigned task within 5 minutes in at least 8 of 10 observed events, with 0 to 1 unauthorized exits per month for 2 consecutive months.
Measured by: Event-based data sheet completed by the teacher for each observed escalation (scale use, strategy selected, minutes to return to task), plus a log of unauthorized exits. Reviewed weekly by the school counselor and reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will rate intensity on the 5-point scale with an adult prompt in 7 of 10 events and exit no more than 2 times per week.
- By the end of the second grading period, the student will rate intensity and choose a strategy independently in 6 of 10 events and return to task within 10 minutes.
- By the end of the third grading period, the student will return to task within 5 minutes in 7 of 10 events with no more than 2 unauthorized exits per month.
- 04Grades 3-5Autism
Baseline
In 5th grade, responds to losing a game, being told "no" or a correction with verbal outbursts (yelling, insults) in 8 of 10 opportunities over a 2-week observation, averaging 6 outbursts per day.
Annual goal
By [annual review date], when losing a game, being denied a request or receiving a correction, the student will use a calm response (accepting statement, deep breath or asking to talk later) in at least 8 of 10 opportunities, reducing verbal outbursts to 1 or fewer per day on 4 of 5 consecutive days.
Measured by: Daily opportunity-based data recorded by the classroom teacher and recess staff, plus a frequency count of verbal outbursts as defined in the behavior intervention plan. Weekly summary graphed and reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will use a calm response in 4 of 10 opportunities with a visual cue and have 4 or fewer outbursts per day.
- By the end of the second grading period, the student will use a calm response in 6 of 10 opportunities and have 3 or fewer outbursts per day.
- By the end of the third grading period, the student will use a calm response in 7 of 10 opportunities and have 2 or fewer outbursts per day.
- 05Grades 6-8ED
Baseline
In 7th grade, has had 6 incidents of physical aggression (pushing, hitting) toward peers in the last 8 weeks, each preceded by peer teasing in hallways or PE. Uses the de-escalation pass in 1 of 10 observed escalations.
Annual goal
By [annual review date], when provoked by peers, the student will use the de-escalation pass or walk away and report to a trusted adult in at least 9 of 10 observed escalations, with zero incidents of physical aggression across 2 consecutive grading periods.
Measured by: Incident reports and a daily escalation log maintained by the special education case manager and the school counselor, with data from hallway, PE and cafeteria staff. Reviewed weekly against the behavior intervention plan and reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will use the pass or walk away in 5 of 10 escalations with no more than 2 aggressive incidents.
- By the end of the second grading period, the student will use the pass or walk away in 7 of 10 escalations with no more than 1 aggressive incident.
- By the end of the third grading period, the student will use the pass or walk away in 8 of 10 escalations with zero aggressive incidents.
- 06Grades 9-12ED
Baseline
In 11th grade, diagnosed generalized anxiety affects attendance: attended 68% of scheduled class periods last semester and left campus without permission 5 times. Uses the counseling office break pass in 2 of 10 anxious episodes.
Annual goal
By [annual review date], when anxious, the student will use a coping plan (break pass for up to 10 minutes, grounding strategy, check-in with the counselor) and return to class, attending at least 90% of scheduled class periods each month and leaving campus without permission 0 times, for 3 consecutive months.
Measured by: Monthly attendance data by period from the student information system, a break pass log with time out and time back, and incident records of unauthorized campus departure, reviewed biweekly by the school counselor and case manager. Reported each grading period.
Short-term objectives
- By the end of the first grading period, the student will use the break pass in 6 of 10 anxious episodes and attend 75% of class periods.
- By the end of the second grading period, the student will return to class within 10 minutes in 7 of 10 episodes and attend 82% of class periods.
- By the end of the third grading period, the student will attend 87% of class periods with no more than 1 unauthorized departure.
Draft goals like these from your own students' data.
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