Behavior management is crucial for ensuring that students with special needs can successfully engage with their learning environment. This guide is designed to help educators create effective Behavior IEP (Individualized Education Program) goals, which promote positive behaviors and improve educational outcomes.
Understanding the Importance of Behavior Management
Behavior management in special education refers to strategies and techniques used to influence student behaviors in a positive manner. It’s essential for helping students develop self-control, compliance, and social appropriateness. Effective behavior management plans incorporated into IEPs can reduce disruptions and enhance a student’s ability to learn and interact socially.
The Significance of Behavior Goals in IEPs
Including behavior goals in an IEP supports a student’s educational and social success. These goals are vital for students who exhibit behaviors that interfere with learning or social integration. By setting clear expectations and providing consistent feedback, educators can help students achieve better self-regulation and interaction skills.
Creating SMART Behavior IEP Goals
- Specific: Clearly define the expected behavior. Specify what the student should do to replace inappropriate behaviors.
- Measurable: Set criteria that quantify the changes in behavior, making it easy to track progress.
- Achievable: Ensure the goals are attainable, taking into account the student’s current behavior and emotional capabilities.
- Relevant: Align the goals with the student’s overall educational needs, focusing on behaviors that most impact their learning and socialization.
- Time-bound: Establish a timeline for when the behaviors are expected to improve.
Behavior IEP Goals and Compliance
Behavior IEP goals must align with the student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP) and comply with the Individuals with Disabilities Education Act (IDEA). This ensures that the goals are tailored to meet the student’s unique needs and are legally enforceable.
- Alignment with PLAAFP: The goals should address specific behaviors noted in the PLAAFP, targeting areas that require the most intervention.
- Legal Compliance: Each goal should conform to IDEA requirements, supporting the student’s right to a free and appropriate public education in the least restrictive environment.
- Individualized and Specific: Customize each goal to fit the unique circumstances of the student, ensuring practicality and relevance.
- Measurable Progress: Define clear criteria for observing and measuring behavioral improvements, facilitating regular assessments and adjustments.
Disclaimer
The examples provided here are intended to serve as a foundation. Each student’s IEP goals should be personalized to reflect their individual needs and circumstances.
Elevate Your Team’s Approach to IEP Meetings
Our Transition Planning Rubric is designed to support district leaders and educators in guiding their teams towards excellence in transition planning.
It provides comprehensive criteria that cover the breadth of transition planning, from gauging student engagement to evaluating post-secondary goals and services.
Why Use This Rubric?
- Tailored Feedback: Utilize a structured scoring system to evaluate and enhance individual transition plans.
- Fillable Format: Conveniently fill out the rubric digitally or print it for hands-on collaboration.
- Action-Oriented Guidance: Benefit from a clearly defined path towards creating robust and legally compliant IEPs.
Expand your team’s capabilities and improve the success of IEP meetings.
Behavior IEP Goals Samples
Self-Regulation
- By (date), the student will use taught relaxation techniques to manage frustration in 4 out of 5 observed instances where previously there was an outburst.
- By (date), the student will express being upset or angry using words rather than physical actions in 90% of observed opportunities.
Following Directions
- By (date), the student will follow classroom rules without verbal reminders in 9 out of 10 opportunities.
- By (date), the student will complete assigned tasks following the first instruction in 8 out of 10 instances.
Social Interaction
- By (date), the student will engage in positive play activities with peers for at least 15 minutes, 4 out of 5 times a week.
- By (date), the student will use polite greetings and farewells in interactions with classmates in 90% of observed opportunities.
Additional Behavior Goals
Conflict Resolution
- By (date), the student will identify emotions and constructively discuss disagreements with peers or adults in 7 out of 10 conflict scenarios.
- By (date), the student will seek adult assistance with conflict resolution in school settings in 8 out of 10 instances when feeling overwhelmed.
Transition Behaviors
- By (date), the student will transition between activities or classes independently, without incident in 9 out of 10 transitions.
- By (date), the student will prepare for changes in routine or schedule by checking their daily planner and gathering necessary materials ahead of time in 8 out of 10 observed instances.
Attention and Engagement
- By (date), the student will maintain focus on a given task for at least 20 minutes without distractions in 4 out of 5 opportunities.
- By (date), the student will raise their hand and wait to be called on before speaking in class in 85% of class sessions.
Conclusion
Integrating tailored behavior goals into a student’s IEP is a powerful strategy to support their educational journey and social interactions. By setting SMART goals and using effective behavior management strategies, educators can significantly enhance a student’s ability to participate in and benefit from their educational environment.
Prepare your students for lifelong success with Ori’s Transition Curriculum.
