Behavior: Does not remain on task.
Goal: Given a class assignment or activity and two or fewer prompts student will begin his work and remain on task for X minutes as measured by correctly completing X% or more of the assigned task by the end of the class period.
Objective: Student will begin work with two or fewer prompts.
Objective: Student will remain on task for x minutes with an x minute break.
Objective: Student will correctly complete X% of the assigned task by the end of the class period.
Behavior: Fights with other students.
Goal: Given unstructured school settings (before school, between classes, lunch time, locker room, restroom) and with support of the school therapist (school counselor, administrator, school support teacher) X will utilize calming strategies to deal with conflict with peers as measured by zero staff reports of physical contact with other students within one marking period.
Objective 1: X will settle conflicts quietly and calmly without physical contact.
Objective 2: X will walk away from peer or group situations.
Objective 3: X will verbally request adult support (show crisis pass).
Objective 4: X will implement calming strategies with therapist (school counselor, administrator, school support teacher) support.
Objective 5: X will generate alternative responses to future situations.
Behavior: Easily angered, annoyed or upset
Goal: Given a structured classroom setting and with therapist support (student support, counselor, resource room) X will usehis crisispass when angry, annoyed or upset no more than one time per week for X weeks (month, term).
Objective 1: X will use his crisis pass to access support two times per class (day).
Objective 2: X will use his crisis pass to access support once per class (day).
Behavior: Does not complete assignments.
Goal: Given written (verbal) directions and X verbal prompts, X will begin, complete and turn in work X times per day on 4 out of five days.
Objective 1: X will begin work within one minute.
Objective 2: X will continue working independently until at least half of the assignment is complete.
Objective 3: X will complete work in the allotted time.
Objective 4: X will turn completed work into the teacher.
Objective 5: X will ask the teacher before moving on to another assignment.
Behavior: Does not complete homework.
Goal: Given a written agenda and adult support X will complete and turn in homework daily in three classes on four out of five days.
Objective 1: X will write down all homework assignments.
Objective 2: X will take his agenda and materials home each day. (this optional depending on level, i.e. elementary, secondary)
Objective 3: X will request help and/or time during the school day to begin/finish homework.
Objective 4: X will turn in homework daily with adult support (reminder).
Behavior: Has difficulty staying organized.
Goal: Given a daily checklist, X will remain organized by writing down all assignments in his agenda, keeping materials in their proper location, completing assignments in the correct order, and turning in assignments on time on a daily basis in all classes (subjects) on four of five days.
Objective 1: X will write down all assignments in his agenda.
Objective 2: X will return materials to their proper location in the classroom.
Objective 3: X will place all work in the appropriate folder in his binder (eg. Homework, completed assignments, take home etc.)
Objective 4: X will complete assignments using the correct sequence of steps.
Objective 5: X will complete assignments in the order they are assigned.
Objective 6: X will turn in assignments daily in each class (subject).
Behavior: Has difficulty advocating for self:
Goal: Given a structured classroom setting and with fading adult prompts, Christian will ask questions to seek help or get clarification of something that is not understood at least once per class period.
Objective #1: With fading adult prompts, X will answer a teacher question.
Objective #2: With fading adult prompts, X will ask a clarifying question.
Objective #3: With fading adult prompts, X will seek help on an assigned task.
Behavior: Demonstrates poor Self concept:
Goal: Given an interaction with an adult and with fading prompts, X will describe positive aspects of himself and/or his performance in three of five opportunities.
Objective #1: X will describe two or more positive aspects of himself.
Objective #2: X will describe two or more positive aspects of his performance on an assigned task.