4 Steps to Writing Fail-Proof Behavior Goals for YOUR Student's IEP
By Alicia Goodman, PhD, NCSP
From the moment children are born, they engage in interactions with others. As infants, they express themselves through cries and coos, gradually learning to attract attention. As toddlers, they explore mobility and engage verbally to foster friendships. Through the tween and teen years, they assert their independence. By the age of 18, an average individual will have experienced approximately 78,840 interactions (based on data extrapolated from a 2018 study by Zhaoyang, R., Sliwinski, M., Martire, L., and Smyth, J). That's a significant amount of behavior!
Behavior, as defined by the Oxford Dictionary (2021), encompasses "the way in which one acts or conducts oneself, especially toward others." This article focuses specifically on behaviors perceived as unpleasant or unwanted, which affect others. We aim to address such behaviors by identifying the desired behavior within a given context.
Let's introduce Emma, an eight-year-old who regularly visits her grandmother's house. During drop-offs, Emma clings to her parents and pleads for them to stay. Although she enjoys spending time with her grandmother and engaging in activities together, she struggles with separating from her parents.
Many children experience separation anxiety, manifesting in various scenarios such as leaving for school, attending playdates, visiting relatives, or bedtime routines.
Step 1: Define the Target Behavior Begin by objectively defining the behavior you wish to see. Instead of focusing on stopping unwanted behavior, articulate the desired outcome. For instance, a suitable goal for Emma might be "Emma will independently exit the car and enter Grandma's house with one prompt from a parent."
Step 2: Determine When the Behavior Occurs Consider when the desired behavior should occur. In Emma's case, it might be during Tuesday and Thursday morning drop-offs or upon receiving a one-hour warning. Establishing clear parameters ensures consistency and ample practice opportunities.
Step 3: Establish Baseline Data Assess the frequency of the desired behavior to establish a baseline. For example, if Emma currently achieves the goal in 2 out of 10 drop-offs, her baseline success rate is 20%.
Step 4: Set Achievement Criteria Define the percentage of success required to achieve the goal. Consider setting smaller targets or objectives within the goal. For Emma, a goal of achieving the desired behavior 75% of the time over a two-week period may be appropriate.
Understanding that behaviors serve as a form of communication underscores the importance of addressing underlying factors. With targeted intervention, empathy, structured support, and realistic expectations, unwanted behaviors can diminish. It's crucial to recognize our capacity to influence behaviors not by coercion but by adapting our approach and responses.
Bonus Tips for Promoting Success:
Involve your child in goal development and explain the purpose behind each goal.
Pre-teach expectations, role-play, and model the target behavior.
Address any skill deficits that may hinder success.
Encourage your child to track progress on the goal, fostering a sense of ownership.
Break down larger goals into manageable subgoals or objectives.
By implementing these strategies and fostering a supportive environment, you can empower your child to navigate challenging behaviors effectively.