Description

Welcome to the goal bank for use with the Inventory of Good Learner Repertoires (IGLR). This bank has been developed by CentralReach in partnership with Whole Child Consulting, the publisher of the IGLR. It is intended to be used upon completion of an IGLR assessment. To purchase the IGLR assessment, please go here:http://www.lulu.com/shop/steven-ward/the-inventory-of-good-learner-repertoires/paperback/product-5302695.html?ppn=1

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What's Included

  • IGLR Goal Bank

    Welcome to the goal bank for use with the Inventory of Good Learner Repertoires (IGLR). This bank has been developed by CentralReach in partnership with Whole Child Consulting the publisher of the IGL...

  • Decrease Behavioral Excesses (Domain A)

    Choose this longterm goal for all objectives falling within the Behavioral Excesses Domain of the IGLR. Notes on choosing behavioral excess goals in general: 1. All decrease goals should be accompanie...

  • Decrease Physical Aggression (A01)

    Notes on Selecting Goal A01: 1. This goal will be easier to accomplish if students tend to demonstrate compliance (most of Readiness Perseverance and Focus Flexibility Consequences and Preferences for...

  • Refrain from (enter specific form of aggression during (enter situation).

    If child engages in multiple forms of aggression or generalizing to multiple situations copy this branch and enter each form as a separate target.

  • Decrease Whining (A02)

    Notes on Selecting Goal A02: 1. This goal will be easier to accomplish if students tend to demonstrate compliance (most of Readiness Perseverance and Focus Flexibility Consequences and Preferences for...

  • Refrain from whining in response to (enter ONE condition under which child whines)

    If child whines under multiple conditions copy this branch and to make a separate target.

  • Decrease Self-Stimulatory Behavior (A03)

    Notes on Selecting Goal A03: 1. In general this goal should be selected only after every other item on the IGLR is maintained at an acceptable level. Interventions designed to address the other items ...

  • Refrain from self-stimulatory behavior during (enter activity/task/situation).

    If student engages in self-stimulatory behavior at other times copy this branch to edit for multiple goals.

  • Decrease Inappropriate/Reckless Use of Property (A04)

    Notes on selecting Goal A04: 1. This goal will be easier to accomplish if students tend to demonstrate compliance (most of Readiness Perseverance and Focus Flexibility Consequences and Preferences for...

  • Refrain from (enter specific inappropriate or reckless use of property) during (enter task/activity/situation).

    If child engages in more than one form of inappropriate/reckless use of property OR engages in the same behavior across multiple settings copy this branch and edit to make multiple targets.

  • Decrease Inappropriate Social Behavior (A05)

    Notes on selecting Goal A05: 1. This goal will be easier to accomplish if students tend to demonstrate compliance (most of Readiness Perseverance and Focus Flexibility Consequences and Preferences for...

  • Refrain from (enter specific inappropriate social behavior) during (enter task/activity/situation).

    If the student engages in multiple inappropriate social behaviors or you are generalizing settings copy this branch and edit to make additional targets.

  • Decrease Protective Stance Over Preferred Objects (A06)

    Notes on selecting Goal A06: 1. This goal will be easier to accomplish if students tend to demonstrate compliance (most of Readiness Perseverance and Focus Flexibility Consequences and Preferences for...

  • Refrain from protective stance over preferred objects during (enter time/activity/setting)

    If student engages in protective monitoring of preferred objects in multiple settings/activities copy this branch and edit to make multiple targets.

  • Decrease insistence on sameness (A07)

    Notes on selecting Goal A07: 1. This goal will be easier to accomplish if students tend to demonstrate compliance (most of Readiness Perseverance and Focus Flexibility Consequences and Preferences for...

  • Refrain from (enter behavior that reflects insistence on sameness) when (enter situation in which behavior occurs)

    If student engages in multiple rigid behaviors and/or behaviors occur in multiple situations copy this branch and edit to create multiple targets.

  • Decrease classroom disruptions (A08)

    Notes on selecting Goal A08: 1. This goal will be easier to accomplish if students tend to demonstrate compliance (most of Readiness Perseverance and Focus Flexibility Consequences and Preferences for...

  • Refrain from (enter specific disruptive behavior) during class time.

    If multiple disruptive behaviors occur copy this branch and edit to make multiple targets.

  • Decrease disruptive behavior in public/community settings. (A09).

    Notes on selecting Goal A09: 1. This goal will be easier to accomplish if students tend to demonstrate compliance (most of Readiness Perseverance and Focus Flexibility Consequences and Preferences for...

  • Refrain from (enter specific disruptive behavior) in (enter specific public/community settings)

    If multiple disruptive behaviors occur or if they occur in multiple public/community settings to be trained separately copy this branch and edit to make multiple targets.

  • Increase Independent Use of Classroom Citizenship Skills (Domain B)

    Choose this longterm goal for all objectives falling within the Behavioral Supports Domain of the IGLR.

  • Increase compliance with previously taught rules. (B01)

    Notes on Selecting Goal B01: 1. Don t make B1 a target unless socially valid forms of punishment have been deemed more effective than treatments not containing a punishment component. This goal appear...

  • Comply with previously stated rule/instruction to (enter ONE rule/instruction)

    If child struggles with compliance with multiple previously stated rules/instructions copy this branch and enter each as a separate target. However it is not a good idea to rely heavily on punishment ...

  • Increase compliance with previously taught rules when teacher is absent/unavailable. (B02)

    Notes on Selecting Goal B02: The purpose of this goal is to increase the child s rule following when punishment is uncertain. Note that the absent/unavailable teacher indicated here is the one who typ...

  • Comply with (enter previously stated rule/instruction) when instruction is delivered by (enter substitute or teacher assistant).

    If child struggles with compliance with multiple previously stated rules/instructions or with multiple substitutes/classroom assistants copy this branch and enter each as a separate target.

  • Increase participation in classroom activities with the support of a visual schedule. (B03)

    Notes on Selecting Goal B03: 1. If your student behaves well without visual schedules don t introduce them unless you re working on extended periods of independent task completion. 2. Select this goal...

  • Follow a visual schedule to participate in (enter specific activity).

    If child uses multiple schedules in multiple settings copy this branch and enter each as a separate target.

  • Increase participation in classroom activities without the support of a visual schedule. (B04)

  • Participate in (enter specific activity) without the support of a visual schedule.

    If decreasing use of the schedule in multiple activities copy this branch and enter each as a separate target.

  • Increase compliance with directives when primary reinforcers are provided contingently. (B05)

    Notes on Selecting Goal B05: 1. Student should be willing to accept a tangible reinforcer from the teacher non-contingently before this goal is attempted. Notes on Implementing Goal B05: 1. Do not est...

  • Comply with directives to (enter specific action) when primary reinforcers are provided contingently.

    If child resists multiple activites copy this branch and enter each as a separate target.

  • Increase participation in classroom activities when conditioned reinforcers are provided contingently. (B06)

    Notes on Implementing Goal B06: 1. A ssess the value of tokens in general by assessing the speed/enthusiasm with which the student exchanges tokens when he has enough to buy access to a preferred item...

  • Participate in (enter specific activities) when (enter type of conditioned reinforcers) are provided contingently.

    If child resists multiple activities copy this branch and enter each as a separate target.

  • Increase participation in classroom activities without external reinforcers. (B07)

    Notes on Implementing Goal B07: 1. Watch out for excessive use of no or don t compared with teacher use of yes and good.

  • Participate in (enter specific activities) without external reinforcers.

    If child resists multiple activities copy this branch and enter each as a separate target.

  • Increase compliance with clearly stated limits on behavior. (B08)

    Notes on Implementing Goal B08: 1. In general it is better to state limits in the positive rather than the negative. For example You may write on paper or the dry erase board is better than Do not wri...

  • Comply with clearly stated instructions to (enter behavioral limit).

    If multiple behavioral limits are to be targeted copy this branch and edit to include each limit as a separate target.

  • Increase (enter appropriate behavior) when supervised by the primary teacher. (B09)

    Notes on Implementing Goal B09: 1. Ensure the teacher is not relying exclusively on punishment to limit inappropriate behavior.

  • (Enter appropriate behavior) when supervised by the primary teacher.

    If the student needs to increase multiple appropriate behaviors copy this branch and edit to enter each behavior as a separate target.

  • Increase (enter appropriate behavior) when supervised by a familiar teacher. (B10)

    Notes on Implementing Goal B10: 1. Consider dependence upon supports used by teacher 1. Others should use those as well or your student should learn to respond without those supports.

  • (Enter appropriate behavior) when supervised by (enter teacher name).

    Copy this branch and edit to enter each teacher s name separately in order to track progress with each instructor.

  • Increase (enter appropriate behavior) when supervised by unfamiliar authority figures. (B11)

    NOTE: When teaching a student to submit to authority in a generalized way be sure to also teach exceptions to this rule. If the student is almost always cooperative with at least 8 different familiar ...

  • (enter appropriate behavior) when supervised by (enter authority figure).

    If multiple exemplars of authority figures are targeted copy this branch and edit to track progress on each group separately if desired.

  • Increase compliance with directives delivered during 1:1 supervision. (B12)

  • Comply with directives delivered during 1:1 instruction time.

    If student is given 1:1 supervision in other contexts copy this branch and edit to reflect each 1:1 setting as a separate target.

  • Increase compliance with directives delivered during 1:3 supervision. (B13)

  • Comply with directives delivered during 1:3 instruction time.

    If student is given 1:3 supervision in other contexts copy this branch and edit to reflect each 1:3 setting as a separate target.

  • Increase (enter appropriate behavior) without specific adult intervention. (B14)

  • Increase (enter appropriate behavior) in (enter setting) without specific adult intervention.

    If multiple behaviors or settings are targeted copy this branch and edit to track each separately.

  • Increase Tolerance for Preferred Stimulus Removal/Denial/Delay (Domain C)

    Choose this longterm goal for all objectives falling within the Resilience and Regulation Domain of the IGLR.

  • Decrease time required to surrender reinforcers (C01)

    Notes on Selecting Goal C01: 1. All decrease goals should be accompanied by a skill building or replacement behavior goal that results from an additional functional assessment of the target behaviors....

  • Surrender (enter reinforcer) within (enter duration) upon request.

    If shaping the time or if the child demonstrates difficulty surrendering multiple reinforcers copy this branch and edit to track each separately.

  • Increase tolerance for reinforcer withdrawal (C02)

    Notes on Selecting Goal C02: 1. This goal should be used for reinforcers that are not under the child s physical control (e.g. when the teacher turns off the television or when a friend walks away). U...

  • Remain calm (enter definition of calm) when (enter reinforcer) is withdrawn.

    If tolerance for withdrawal of multiple reinforcers is targeted copy this branch and enter each as a separate objective.

  • Increase tolerance for waiting to receive reinforcers (C04)

    Notes on Implementing Goal C04: 1. When setting up this goal indicate whether supports/cues are needed (e.g. timers counting on fingers etc.).

  • Remain calm (enter definition of calm) while waiting to receive (enter reinforcer) for (enter duration).

    If child needs to increase wait time for multiple reinforcers copy this branch and edit to create multiple targets.

  • Increase attentiveness while waiting to receive reinforcers (C05)

    Notes on Implementing Goal C05: 1. Attentiveness shouldn t require staring at the teacher but should require a student to be ready to take his reinforcer the moment it is offered without his teacher h...

  • Remain attentive (enter definition of attentive) while waiting to receive (enter reinforcer) for (enter duration).

    If shaping copy this branch and edit to target each separately.

  • Increase tolerance for "no." (C06)

    Notes on Selecting Goal C06: 1. This goal should not be selected unless the student is competent in requesting reinforcers (does so several times per hour and to a level that allows requesting to func...

  • Remain calm (enter definition of calm) and/or engaged (enter definition of engaged) when told "no" to request for a reinforcer.

    If targeting multiple situations in which the child needs to tolerate no copy this branch and edit to identify each situation to target separately.

  • Increase compliance with "no" directives (C07)

    Notes on Selecting Goal C07: 1. This goal should not be selected for the following groups: (a) students for whom no or don t function as a reinforcer; (b) students sho are not complying well with at l...

  • Comply with "no" directives for (Enter duration).

    If student is learning to comply with multiple no directives copy this branch and enter each target separately.

  • Decrease number of reminders required to comply with "no" directives. (C08)

    Notes on Selecting Goal C08: 1. All decrease goals should be accompanied by a skill building or replacement behavior goal that results from an additional functional assessment of the target behaviors....

  • Comply with "no" directives for (enter duration) with less than (enter number) reminders.

    If multiple behaviors are targeted for this intervention or if duration of compliance is to be gradually increased copy this branch and enter each behavior or time increment as a separate target.

  • Increase behaviors that are followed by "yes" responses from adults. (C09)

  • Raise hand (enter frequency) in class period.

    If necessary copy this branch and edit to specify behaviors adjust frequencies or generalize to other settings.

  • Decrease taking reinforcers without permission. (C10)

    Notes on Selecting Goal C10: 1. All decrease goals should be accompanied by a skill building or replacement behavior goal that results from an additional functional assessment of the target behaviors....

  • Refrain from taking (enter specific reinforcer) without permission for (enter duration).

    If student tends to grab multiple reinforcers without permission copy this branch and edit to address each as a separate target.

  • Increase comfort-seeking behavior. (C11)

  • (Enter definition of comfort seeking-behavior) when (enter situation in which child should seek comfort).

    If multiple comfort-seeking behaviors and/or situations are to be trained copy this branch and edit to reflect each as a separate target.

  • Increase self-calming behavior. (C12 & C13)

    Notes on Selecting Goals C12 & C13: 1. Students may benefit from preliminary instruction in calm-counts or other self-calming techniques before attempting this goal.

  • Use (enter self-calming behavior) instead of (enter definition of behavior that is not calm) when (enter target situation).

    If the same self-calming technique is to be taught to replace the same challenging behavior in multiple situations or the same self-calming technique is to be taught to replace multiple challenging be...

  • Increase tolerance for corrective feedback (C03)

  • Remain calm (enter definition of calm) and correct mistakes after receiving corrective feedback.

    If shaping response to corrective feedback copy this branch and enter as separate target.

  • Increase Readiness for Learning Skills (Domain D)

    Choose this longterm goal for all objectives falling within the Readiness Domain of the IGLR. Notes on choosing readiness goals in general: Readiness gets to most of the earliest foundations of being ...

  • Decrease grabbing preferred items when they are in sight (D01)

    Notes on Selecting Goal D01: 1. All decrease goals should be accompanied by a skill building or replacement behavior goal that results from an additional functional assessment of the target behaviors....

  • Refrain from grabbing (enter reinforcer) in sight.

    If multiple reinforcers are targeted for treatment copy this branch and edit to form multiple targets.

  • Decrease self-stimulatory behavior in the presence of alternative activities (D02)

    Notes on Selecting Goal D02: 1. All decrease goals should be accompanied by a skill building or replacement behavior goal that results from an additional functional assessment of the target behaviors....

  • Refrain from (enter self-stimulatory behavior) in the presence of (enter alternative activity).

    If the student engages in multiple forms of self-stimulatory behavior and/or uses it in multiple situations copy this branch and edit to form multiple targets.

  • Increase waiting for teacher instruction before interacting with work materials (D03)

    Notes on Selecting Goal D03: 1. This goal is contrasted from D06 in that the student is learning to use work materials correctly whereas D06 is meant for students who make mistakes in their tasks beca...

  • Wait for teacher instruction for (enter duration) before interacting with work materials

    If shaping copy this branch and edit to form multiple targets.

  • Increase calm (enter definition of calm) compliance with (enter prompt type). (D04)

    Notes on Selecting Goal D04: 1. This goal should be used for students who are resistant to prompts. Notes on Implementing Goal D04: 1. The more activities are better with you than without you the bett...

  • Remain calm when (enter prompt type) is used during instruction.

    If targeting calm behavior in the presence of multiple types of prompts copy this branch and edit to form multiple targets.

  • Increase compliance with (enter prompt type) within (enter time). (D05)

    Notes on Implementing Goal D05: 1. The more activities are better with you than without you the better.

  • Comply with (enter prompt type) within (enter time).

    If fading or generalizing to different types of prompts or prompt parameters copy this branch and edit to form multiple targets.

  • Decrease impulsive responding (enter definition of impulsive responding) to presented tasks before receiving teacher prompts. (D06)

    Notes on Selecting Goal D06: 1. All decrease goals should be accompanied by a skill building or replacement behavior goal that results from an additional functional assessment of the target behaviors....

  • Wait for teacher instruction before beginning (enter task type).

    If teaching to wait for multiple task types or shaping the waiting time copy this branch and edit to form multiple targets.

  • Increase frequency of calmly stated (enter definition of calmly stated) requests for help. (D07)

    Notes on Implementing Goal D07: 1. Be careful not to over-teach mands for assistance before problem solving is at least emerging

  • Calmly (enter definition of calmly) request help when (enter situation).

    If teaching calm requests for help in multiple situations copy this branch and edit to form multiple targets.

  • Increase time spent in instructional area without physical guidance (D08)

    Notes on Selecting Goal D08: 1. The more relevant things a student has learned to do in an area the better (including mands compliance leisure etc)

  • Remain in instructional area without physical guidance.

    If fading prompts copy this branch and edit to form multiple targets.

  • Increase time spent within (enter distance) of his/her group in (enter community settings) without (enter prompt type). (D09)

    Notes on Selecting Goal D09: 1. The more relevant things a student has learned to do in an area the better (including mands compliance leisure etc)

  • Stay within (enter distance) of group in (enter community setting) for (enter duration) without (enter prompt type).

    If fading prompts or distance or addressing multiple community settings copy this branch and edit to form multiple targets.

  • Increase (enter response type) when name is called. (D10)

    Notes on Selecting Goal D10: 1. This skill evolves more efficiently with students who have learned to mand and with whom teachers engage frequently in activities that are better with you than without ...

  • (Enter response type) within (enter time) when name is called.

    If multiple response types are to be trained copy this branch and edit to form multiple targets.

  • Increase frequency of approaching others for social purposes (enter examples). (D11)

  • Approach others for social purposes (enter examples).

    If multiple approach types are to be trained copy this branch and edit to form multiple targets.

  • Increase frequency of approaching others to access activities or items (enter examples). (D12)

  • Approach others for access to items or activities (enter examples).

    If multiple approach types are to be trained copy this branch and edit to form multiple targets.

  • Increase duration of self-directed task engagement in at least (enter number) of tasks without use of escape extinction, extrinsic reinforcers, or teacher prompts (D13)

  • Engage in self-directed task engagement without the use of escape extinction, extrinsic reinforcers, or teacher prompts.

    If multiple tasks are to be trained copy this branch and edit to form multiple targets.

  • Increase correct responding on (enter task/skill) following no more than (enter number) of teacher corrections within (enter time). (D14)

  • Provide correct responses on (enter task/skill) following (enter number) or fewer teacher corrections within (enter time).

    If targeting multiple tasks/skills fading corrections or increasing time increments in which correct responding is exhibited copy this branch and edit to form multiple targets.

  • Increase Perseverance and Focus (Domain E)

    Choose this longterm goal for all objectives falling within the Perseverance and Focus Domain of the IGLR.

  • Increase on-task behavior for (enter number) task types to (enter time). (E01)

    Notes on Selecting Goal E01: Notes on Implementing Goal E01: The idea is that especially for younger or less experienced learners the work area wll be conditioned as a reinforcer or at least easily to...

  • Remain on task for (enter time) when presented (enter task type).

    For each task type trained copy this branch and edit to address each as separate targets.

  • Increase number of consecutive responses following a single (enter direction type) instruction (E02/E06)

  • Complete (enter number) responses following one (enter direction type) instruction.

    To gradually increase the number of responses or fade the prompt types copy this branch and edit to create separate targets.

  • Increase frequency of spontaneously obtaining materials needed for assignment. (E03)

    Notes on Selecting Goal E03: E3 tends to develop better with students who will engage in focused travel in various contexts (e.g. to match a picture to retrieve a reinforcer upon teacher direction etc...

  • Spontaneously obtain (enter work material) in preparation for work.

    To teach the student to spontaneously obtain multiple materials copy this branch and edit to create separate targets.

  • Increase frequency of correctly positioning materials needed for assignment. (E04)

  • Correctly position (enter work material) in preparation for work.

    To teach the student to correctly position materials in different contexts copy this branch and edit to create separate targets.

  • Increase frequency of spontaneously returning materials after assignment is complete. (E05)

    Notes on Selecting Goal E05: 1. E5 tends to develop better with students who will engage in focused travel in various contexts (e.g. to match a picture to retrieve a reinforcer upon teacher direction ...

  • Spontaneously return (enter work material) when assignment is complete.

    To teach the student to spontaneously return multiple materials copy this branch and edit to create separate targets.

  • Increase number of consecutive responses requiring travel (enter distance) (E07)

  • Following a single teacher instruction, complete (enter number) of correct responses requiring travel (enter distance) using a schedule.

    To increase the number of correct responses or the distance traveled copy this branch and edit to create separate targets.

  • Increase distance traveled during tasks without grabbing interesting items along the way. (E08)

  • Complete task requiring travel of (enter distance) without grabbing interesting items along the way.

    To increase the number of tasks or the distance traveled copy this branch and edit to create separate targets.

  • Increase perseverance on difficult/frustrating tasks to (enter time) without requesting assistance. (E09/E10)

  • Persevere on (enter task child finds difficult/frustrating) for (enter time) without requesting assistance.

    If training multiple tasks or shaping the duration of perseverance copy this branch and edit to address each as separate targets.

  • Increase frequency of task completions guided only by a visual schedule. (E11)

  • Follow a visual schedule without additional assistance in order to complete a task.

    If expanding the number of tasks on the schedule copy this branch and edit to address each as separate targets.

  • Increase distance traveled to obtain requested items to (enter distance). (E12).

  • Travel (enter distance) to obtain a familiar object when instructed to do so.

    To increase the number of items or the distance traveled copy this branch and edit to create separate targets.

  • Increase time on task in a distraction-free environment (E13).

  • Remain on task for (enter time) in (enter description of distraction-free environment).

    If increasing the time on task copy this branch and edit to address each as separate targets.

  • Increase time on task in an environment that contains potential distractions (E14).

  • Remain on task for (enter time) despite (enter distractor) occurring in environment.

    If teaching perseverance in the presence of multiple distractors copy this branch and edit to address each as separate targets.

  • Increase frequency of notifying teacher that work is complete. (E15).

  • Upon completing (enter task description), (enter method of notification) to notify teacher.

    If shaping the number of tasks to complete before notification copy this branch and edit to address each as separate targets.

  • Increase use of descriptive statements to direct teacher's attention to completed work (E16).

    Notes on Selecting Goal E16: 1. Student must be able to tact recent actions.

  • Upon completing a task, use (enter number) (enter signs, gestures, words, or sentences) to describe completed task.

    If shaping the number or type of communication copy this branch and edit to address each as separate targets.

  • Increase attempts to recruit attention when initial attempt is unsuccessful (E17).

  • Make at least one more attempt to gain attention by (enter attention gaining method) when initial attempt is unsuccessful

    If teaching multiple ways to recruit attention copy this branch and edit to address each as separate targets.

  • Increase use of calm corrective feedback (enter definition of calm corrective feedback) when others make mistakes (E18).

    Notes on Selecting Goal E18: 1. Student should have an expansive vocabulary. Notes on Implementing Goal E18: 1. While this goal might be expanded to include any type of perceived errors the original i...

  • Provide calm corrective feedback (enter definition) when a communication partner makes an error.

    If teaching multiple ways to provide calm feedback copy this branch and edit to address each as separate targets.

  • Increase requests for clarification (enter definition of requesting clarification) when given a directive with multiple options for responding (E19).

    Notes on Selecting Goal E19: 1. E3 tends to develop better with students who will engage in focused travel in various contexts (e.g. to match a picture to retrieve a reinforcer upon teacher direction ...

  • Request clarification (enter definition) when given a directive that has multiple response options.

    If teaching multiple ways to request clarification copy this branch and edit to address each as separate targets.

  • Increase use of self-monitoring techniques (enter specific self-monitoring technique) (E20).

    Notes on Selecting Goal E20: 1. Depending upon the context in which self-monitoring is practiced students may need some rudimentary data-taking skills such as circling the next number on their chart.

  • Record own behavior data (enter specific data collection technique) when (enter cuing method).

    If teaching multiple steps in self-monitoring copy this branch and edit to address each as separate targets.

  • Increase use of self-evaluation techniques (enter specific self-evaluation technique) (E21).

    Notes on Selecting Goal E21: 1. Some understanding of more than vs. less than prior to initiating this goal is helpful.

  • Compare own behavior data to a criterion to correctly determine whether a goal was met.

    If teaching multiple steps in self-evaluating copy this branch and edit to address each as separate targets.

  • Increase frequency of setting personal goals (E22).

    Notes on Selecting Goal E22: 1. With relatively new activities students need some capacity to estimate in order to set reasonable goals.

  • Set personal goals that are realistically attainable within (enter time frame)

    If teaching goal setting of a variety types copy this branch and edit to address each as separate targets.

  • Increase accuracy of charting own behavior data (enter specific charting technique) (E23).

    Notes on Selecting Goal E23: 1. Academic skills relevant to the form of charting will be necessary prior to attempting this goal.

  • Accurately chart personal behavior data.

    If teaching multiple steps in self-charting copy this branch and edit to address each as separate targets.

  • Increase Flexibility (Domain F)

    Choose this longterm goal for all objectives falling within the Flexibility Domain of the IGLR.

  • Increase calm responding (enter definition of calm) to changes in routine. (F01)

  • Remain calm (enter definition of calm) during change in routine.

    If teaching multiple calm responses copy this branch and edit to address each as separate targets.

  • Increase calm responding (enter definition of calm) to alternative uses of materials (enter definition of alternative uses). (F02)

    Notes on Selecting Goal F02: 1. Student should tolerate teacher proximity while engaged with preferred materials. 2. Student should have some reinforcers that are better with you than without you.

  • Remain calm (enter definition of calm) while teacher demonstrates alternative use of materials (define alternative use).

    If teaching multiple calm responses or multiple alternative uses of materials copy this branch and edit to address each as separate targets.

  • Increase compliance with post-mand instructions. (F03)

    Notes on Selecting Goal F03: 1. This goal works well in concert with teaching following in-context instructions (F13). Notes on Implementing Goal F03: 1. If mand repertoires are not strong enough exce...

  • Comply with (enter percentage) of post-mand instructions.

    If shaping the number of post-mand instructions copy this branch and edit to address each criterion as separate targets.

  • Increase compliance with pre-mand instructions. (F04)

  • Comply with (enter percentage) of pre-mand instructions.

    If shaping the percentage of pre-mand instructions copy this branch and edit to address each criterion as separate targets.

  • Increase speed of responding to fast-paced instructions (enter definition of fast-paced). (F05)

  • Respond to (enter number) fast-paced instructions (enter definition of fast-paced) within (enter time).

    If shaping the number or speed of fast-paced instructions copy this branch and edit to address each criterion as separate targets.

  • Increase speed of responding to slow-paced instructions (enter definition of slow-paced). (F06)

  • Respond to (enter number) slow-paced instructions (enter definition of slow-paced) within (enter time).

    If shaping the number or speed of slow-paced instructions copy this branch and edit to address each criterion as separate targets.

  • Increase compliance with instructions to interact with high-interest activities (enter examples of high-interest activities) (F07)

    Notes on Selecting Goal F07: 1. For instructional purposes i t is particularly helpful if your student s participation with these interests are better with you than without you. Notes on Implementing ...

  • Comply with instructions to interact with high-interest activity (enter examples of high-interest activity) within (enter time).

    If shaping the number of activities or the time to compliance copy this branch and edit to address each criterion as separate targets.

  • Increase compliance with instructions to interact with low-interest activities (enter examples of low-interest activities) (F08)

  • Comply with instructions to interact with low-interest activity (enter definition of low-interest activity) within (enter time).

    If shaping the number of activities or the time to compliance copy this branch and edit to address each criterion as separate targets.

  • Increase compliance with simple instructions (enter definition of simple instructions) when a reinforcer is visible and within two feet. (F09)

    Notes on Selecting Goal F09: 1. Except when a visible reinforcer is part of a natural context it is rarely valuable to teach students with a tangible reinforcer in sight.

  • Comply with simple instructions (enter definition of simple instructions) with a reinforcer (enter reinforcer choices) visible and within two feet.

    If shaping the number of simple instructions copy this branch and edit to address each criterion as separate targets.

  • Increase compliance with simple instructions (enter definition of simple instructions) when no reinforcer is in sight. (F10)

  • Comply with simple instructions (enter definition of simple instructions) within (enter time) with no reinforcer in sight.

    If shaping the time to compliance copy this branch and edit to address each criterion as separate targets.

  • Increase compliance with simple instructions (enter definition of simple instructions) at the table. (F11)

  • Comply with simple instructions (enter definition of simple instructions) at the table within (enter time).

    If shaping the time to compliance copy this branch and edit to address each criterion as separate targets.

  • Increase compliance with simple instructions (enter definition of simple instructions) away from the table. (F12)

  • Comply with simple instructions (enter definition of simple instructions) away from the table within (enter time).

    If shaping the time to compliance copy this branch and edit to address each criterion as separate targets.

  • Increase compliance with simple instructions that are in context with ongoing activities (enter examples). (F13)

  • Comply with simple instructions given in context (enter examples) within (enter time).

    If shaping the time to compliance copy this branch and edit to address each criterion as separate targets.

  • Increase compliance with simple instructions that are out of context with ongoing activities (enter examples). (F14)

  • Comply with simple instructions given out of context (enter examples) within (enter time).

    If shaping the time to compliance copy this branch and edit to address each criterion as separate targets.

  • Increase compliance with teacher instructions that are delivered from a distance of no more than (enter distance) (F15)

    Notes on Selecting Goal F15: 1. It helps if functional routines are in place already. Notes on Implementing Goal F15: 1. As distance increases completion criteria may need to be adjusted slightly down...

  • Comply with teacher instructions given from a distance of no more than (enter distance) within (enter time).

    If shaping the time to compliance copy this branch and edit to address each criterion as separate targets.

  • Increase compliance with teacher instructions that are delivered in a firm tone of voice. (F16)

    Notes on Selecting Goal F16: 1. It is not usually necessary for a child to master this goal. It should be selected rarely.

  • Comply with teacher instructions given in a firm tone of voice within (enter time).

    If shaping the time to compliance copy this branch and edit to address each criterion as separate targets.

  • Increase compliance with teacher instructions that are delivered in a neutral tone of voice. (F17)

  • Comply with teacher instructions given in a neutral tone of voice within (enter time).

    If shaping the time to compliance copy this branch and edit to address each criterion as separate targets.

  • Increase compliance with teacher instructions that are delivered with natural prosody. (F18)

    Notes on Selecting Goal F18: 1. This goal works better for students who are relaxed and not working primarily for escape.

  • Comply with teacher instructions delivered with natural prosody within (enter time).

    If shaping the time to compliance copy this branch and edit to address each criterion as separate targets.

  • Increase compliance with instructions from at least three different teachers. (F19)

  • Comply with instructions from three different teachers.

    It may be necessary to copy this branch and identify each teacher as separate targets before using this branch.

  • increase rate of performance when challenged to meet a goal before a timer beeps. (F20/F21)

    Notes on Implementing Goal F20/F21: 1. This can be demonstrated by virtue of responding more quickly than when a timer is not used and/or by a steadily increasing rate of performance on programs with ...

  • Complete (enter number) percent of task (enter task description) before a timer beeps.

    Copy this branch and edit to address multiple task types as separate targets.

  • Increase responsiveness to behavioral consequences (Domain G)

    Choose this longterm goal for all objectives falling within the Consequences Domain of the IGLR.

  • Increase percentage of work completed on non-preferred tasks using negative reinforcement. (G01).

    Notes on Selecting Goal G01: 1. G1 is usually skipped with early learners in favor of G2 or G3. It is sometimes later introduced with advanced learners who may be ready to do things for the same reaso...

  • Complete non-preferred task/activity to access a break.

    If targeting multiple activities or environments copy this branch and edit to form multiple targets.

  • Increase percentage of work completed on tasks to gain access to primary reinforcers. (G02).

    Notes on Selecting Goal G02: 1. Make sure the primary reinforcers have demonstrated efficacy with this student. Notes on Implementing Goal G02: 1. If the focus is out-of-context activities consider in...

  • Complete task/activity to access primary reinforcers.

    If targeting multiple activities or environments copy this branch and edit to form multiple targets.

  • Increase percentage of task completed to gain access to secondary reinforcers. (G03).

    Notes on Selecting Goal G03: 1. The student needs several items/activities that function as reinforcers. 2. If you are going to require token exchanges after spontaneous manding (which is generally be...

  • Complete task/activity to access secondary reinforcers.

    If targeting multiple activities or environments copy this branch and edit to form multiple targets.

  • Increase percentage of work completed on tasks to gain teacher praise/approval. (G04).

    Notes on Selecting Goal G04: 1. IF your student doesn t naturally value praise or can t learn to value praise through healthy social interactions then G2 and G3 are prerequisites to this goal.

  • Complete task/activity to access teacher praise/approval.

    If targeting multiple activities or environments copy this branch and edit to form multiple targets.

  • Increase number of consecutive quality responses prior to reinforcement (G05/G06).

  • Provide (enter number) of quality responses before receiving reinforcement.

    If shaping copy this branch and edit to form multiple targets.

  • Increase duration of appropriate behavior (enter definition of appropriate behavior) prior to reinforcement (G07).

    Notes on Implementing Goal G07: 1. There can be small reinforcers including breaks for drinks positive feedback etc. during the time period but the point is that the work is largely maintained by the ...

  • Exhibit appropriate behavior (enter definition of appropriate behavior) for (enter duration) before receiving reinforcement.

    If shaping copy this branch and edit to form multiple targets.

  • Increase appropriate behavior (enter definition of appropriate behavior) in the presence of stimuli (specify stimuli) that previously cued inappropriate behavior (enter definition of inappropriate behavior). (G08).

    Notes on Selecting Goal G08: 1. This goal is intended for be undertaken after the inappropriate behavior has been successfully treated with consequences. 2. Introduction of G08 can be scary it can req...

  • Exhibit appropriate behavior (enter definition of appropriate behavior) for (enter duration) before receiving reinforcement.

    If shaping copy this branch and edit to form multiple targets.

  • Increase responsiveness to various learning channels. (Domain H)

    Choose this longterm goal for all objectives falling within the Preferences for Learning Channels Domain of the IGLR. Please note that two target templates are provided for each short-term goal within...

  • Increase responding to visual stimuli. (H01)

  • Reach to touch a laser pointer light shone on the table at least (enter number) times within (enter duration).

    To target multiple types of responding to visual stimuli copy this branch and edit to form multiple targets.

  • Reference a table to answer comprehension questions with at least (enter percentage) accuracy.

    To target multiple types of responding to visual stimuli copy this branch and edit to form multiple targets.

  • Increase responding to auditory stimuli. (H02)

  • Accurately echo at least (enter number) different sounds within a (enter time) session.

    To target multiple types of responding to auditory stimuli copy this branch and edit to form multiple targets.

  • Repeat complex instructions to self, and then accurately follow 2-step instructions.

    To target multiple types of responding to auditory stimuli copy this branch and edit to form multiple targets.

  • Increase responding to tactile stimuli. (H03)

  • Lace through at least (enter number) shoelace holes within no more than (enter time).

    To target multiple types of responding to tactile stimuli copy this branch and edit to form multiple targets.

  • Complete at least (enter number) different programs requiring tactile input (e.g., building blocks, zipping, hole-punching, discriminating wet/dry or hot/cold, etc).

    To target multiple types of responding to tactile stimuli copy this branch and edit to form multiple targets.

  • Increase vocal responding (H04).

  • Tact (label) at least (enter number) different objects.

    To target multiple types of vocal responding copy this branch and edit to form multiple targets.

  • Vocally answer at least 2 story comprehension questions within a 20-minute group story.

    To target multiple types of responding to tactile stimuli copy this branch and edit to form multiple targets.

  • Increase correct responses to matching tasks (H05).

  • Match non-identical pictures in an array of at least 5 with at least (enter percentage) accuracy.

    To target multiple exemplars copy this branch and edit to form multiple targets.

  • Play a matching game well enough to win at least (enter number) pairs when playing against 1 opponent with (enter number) pairs of pictures in the array.

    To target multiple exemplars copy this branch and edit to form multiple targets.

  • Increase correct responses to selection tasks (H06).

  • Select at least (enter number) different objects from an array upon teacher direction, with at least (enter percentage) accuracy.

    To target multiple exemplars of this skill copy this branch and edit to form multiple targets.

  • Select 2 items from an array of at least 8 based upon a description of a function, feature, or class with at least (enter percentage) accuracy.

    To target multiple exemplars of this skill copy this branch and edit to form multiple targets.

  • Increase correct responses to imitation activities (H07).

  • Imitate at least 10 different gross and fine motor actions with at least (enter percentage) accuracy.

    To target multiple exemplars of this skill copy this branch and edit to form multiple targets.

  • Spontaneously imitate novel motor actions at least (enter number) times per day.

    To shape the number of imitations per day copy this branch and edit to form multiple targets.

  • Increase correct responses to fine motor tasks (H08).

  • Pick up 15 beans and place them into a water bottle within no more than (enter duration).

    To target multiple exemplars of this skill copy this branch and edit to form multiple targets.

  • independently complete dressing components, including zipping and buttoning.

    To shape the prompting or number of fine motor tasks targeted copy this branch and edit to form multiple targets.

  • Increase correct responses to gross motor tasks (H09).

  • Climb (enter number) stairs in an alternating-step pattern.

    To target multiple exemplars of this skill copy this branch and edit to form multiple targets.

  • Hit, catch, and throw a softball on at least (enter percentage) of opportunities.

    To shape the prompting or number of gross motor tasks targeted copy this branch and edit to form multiple targets.

  • Increase correct responses to writing activities (H10).

  • Trace basic strokes at a rate of at least 10 strokes in (enter duration).

    To shape the rate of this skill copy this branch and edit to form multiple targets.

  • Complete legible written essays of at least (enter number) words.

    To shape the number of legible words per assignment copy this branch and edit to form multiple targets.

  • Increase Spontaneity (Domain I)

    Choose this longterm goal for all objectives falling within the Spontaneity Domain of the IGLR. Note About Goals from the Spontaneity Domain: 1. Spontaneity should not be addressed as a goal until the...

  • Increase spontaneous requests for reinforcers. (I01)

    Notes on Selecting Goal I01: 1. This goal works nicely with E15 and E16. Notes on Implementing Goal I01: 1. If the child repeats the same request within 30 seconds it should not count as a new spontan...

  • Spontaneously request (enter number) reinforcers over the course of the day.

    To shape the number of requests copy this branch and edit to make multiple targets.

  • Increase spontaneous peer imitation during free play. (I02)

    Notes on Selecting Goal I02: 1. Ensure the child has the relevant motor skills. Notes on Implementing Goal I02: 1. Sometimes motor imitation can develop within the context of play that is better with ...

  • Spontaneously imitate peers (enter number) times during a (enter duration) free play session.

    To shape the number of requests copy this branch and edit to make multiple targets.

  • Increase spontaneous echoing. (I03)

    Notes on Selecting Goal I03: 1. Ensure the child has foundational vocal skills to accomplish this goal. Notes on Implementing Goal I03: 1. Echoics are often learned during mand training.

  • Spontaneously echo others (enter number) across (enter number) contexts.

    To shape the number of echoes or contexts copy this branch and edit to make multiple targets.

  • Increase spontaneous tacting (labeling). (I04)

    Notes on Selecting Goal I04: 1. Ensure the student has adequate development of some mode of communication.

  • Spontaneously tact (enter number) items, pictures, or actions in a single day.

    To shape the number of tacts copy this branch and edit to make multiple targets.

  • Increase conversing. (I05)

    Notes on Selecting Goal I05: 1. Ensure the child has joint attention skills. Notes on Implementing Goal I05: 1. This is more easily learned with conversation partners who have common interests.

  • Spontaneously comment on others' statements.

    To shape the number of comments or exchanges copy this branch and edit to make multiple targets.

  • Increase independence in following routines. (I06)

  • Independently follow classroom routine to (enter routine).

    To address multiple classroom routines copy this branch and edit to make multiple targets.

  • Increase spontaneous initiation of social interaction with peers. (I07/I08)

    Notes on Selecting Goal I07/08: 1. Two templates for targets are offered in the branches that follow. The first is appropriate for I07 and the second is appropriate for I08. 2. I08 is a more advanced ...

  • Spontaneously initiate social interaction with a peer when (enter preferred solitary activity) is not available. (I07)

    To specifically track different types of initiations copy this branch and edit to make multiple targets.

  • Spontaneously initiate social interaction with a peer when (enter preferred solitary activity) is available. (I08)

    To specifically track different types of initiations or competing stimuli copy this branch and edit to make multiple targets.

  • Increase independent engagement in leisure activities. (I09)

    Notes on Implementing Goal I09: 1. Although the child may come into contact with social attention that naturally occurs in the context of engaging in the activity external reinforcers should not be us...

  • Independently engage in leisure activities during leisure time for (enter duration).

    To track engagement in specific activities or to shape the duration of engagement copy this branch and edit to make multiple targets.

  • Increase observational learning (I10.)

    Notes on Selecting Goal I10: 1. The child will need adequately developed joint attention/listener skills.

  • Demonstrate acquisition of (enter behavioral skill) through observational learning, as evidenced by demonstrating the skill at least (enter number) times after seeing the skill performed by a model.

    To track multiple skills copy this branch and edit to make multiple targets.

  • Increase Adaptive Behavior in the Classroom (Domain J)

    Use this longterm goal to address skills identified in the Potential to Benefit from Inclusion Domain of the IGLR. Note About Goals for Domain J: In Teaching Advanced Learner Repertoires Figure 10.1 (...

  • Decrease disruptive behavior (enter definition of disruptive behavior) in the classroom. (J01)

    Notes on Selecting Goal J01: 1. All decrease goals should be accompanied by a skill building or replacement behavior goal that results from an additional functional assessment of the target behaviors....

  • Refrain from (enter disruptive behavior) during (enter setting/duration).

    To address multiple disruptive behaviors or to shape this behavior copy this branch and edit to make multiple targets.

  • Increase time spent working cooperatively with peers in the classroom (J02).

    Notes on Implementing Goal J02: 1. Initially select tasks for which the student has already demonstrated competence.

  • Work cooperatively (enter definition) with a peer on (enter familiar task) for (enter duration) with no teacher support.

    To address multiple tasks or to shape this behavior copy this branch and edit to make multiple targets.

  • Increase demonstrations of interest in peers, as evidenced by attending, imitating, initiating a social interaction, or responding readily/quickly to a peer’s initiation. (J03).

    Notes on Selecting Goal J03: 1. This skill may develop better if the child has learned to request reinforcers from peers. Notes on Implementing Goal J03: 1. This skill is most easily trained during pl...

  • Show interest in peers by attending, imitating, initiating a social interaction, or responding readily/quickly to a peer’s initiation for at least (enter duration).

    To shape this behavior copy this branch and edit to make multiple targets.

  • Increase compliance with peer instructions during cooperative activities (J04).

  • Comply with (enter percentage) of peer instructions during a (enter duration) cooperative activity.

    To shape this behavior copy this branch and edit to make multiple targets.

  • Increase utterances of instructions to peer during cooperative activities (J05).

    Notes on Selecting Goal J05: 1. In addition to the necessary communication skills the child needs to value peer behavior as a reinforcer. Notes on Implementing Goal J05: 1. Extensive time spent in joi...

  • Utter (enter number) instructions to peers during a (enter duration) cooperative activity.

    To shape this behavior copy this branch and edit to make multiple targets.

  • Increase use of corrective feedback (enter definition) to peers when social bids or requests for tangibles are ignored or misunderstood (J06).

  • Provide corrective feedback (enter definition) to peers when attention bids or requests for tangibles are ignored or misunderstood.

    To teach multiple forms of corrective feedback copy this branch and edit to make multiple targets.

  • Increase independence in taking turns (J07).

    Notes on Selecting Goal J07: 1. The student should demonstrate interest in at least one activity that requires turn-taking.

  • Take turns without reminders during a (enter duration) activity.

    To shape this behavior copy this branch and edit to make multiple targets.

  • Increase attending while waiting to take a turn (J08).

    Notes on Selecting Goal J08: 1. It may be necessary to replace self-stimulatory behavior (if applicable) prior to attempting this goal.

  • Take turns without reminders during a (enter duration) activity.

    To shape this behavior copy this branch and edit to make multiple targets.

  • Increase attending to peers when attention mands are delivered by peers. (J09)

    Notes on Selecting Goal J09: 1. It may be necessary to replace self-stimulatory behavior (if applicable) prior to attempting this goal.

  • Orient to peers within (enter duration) of an attention mand delivered by a peer.

    To shape this behavior copy this branch and edit to make multiple targets.

  • Increase responding to peers when asked a question. (J10)

    Notes on Selecting Goal J10: 1. Make sure the student has adequate intraverbal skills for this goal.

  • Reply to peer questions within (enter duration).

    To shape this behavior copy this branch and edit to make multiple targets.

  • Increase responding to peers when asked a question. (J10)

    Notes on Selecting Goal J10: 1. Make sure the student has adequate intraverbal skills for this goal.

  • Reply to peer questions within (enter duration).

    To shape this behavior copy this branch and edit to make multiple targets.

  • Increase spontaneous imitation of peer actions during (enter activity/setting). (J11)

  • Spontaneously imitate peers during (enter activity/setting).

    To shape this behavior copy this branch and edit to make multiple targets.

  • Increase responding during group instruction. (J12)

  • Respond (enter number) times during group instruction.

    To shape this behavior copy this branch and edit to make multiple targets.

  • Increase accurate responding to questions about information introduced during group instruction. (J13)

    Notes on Selecting Goal J13: 1. Child should have developed joint attention skills as both a listener and a speaker.

  • Accurately respond to (enter number) questions about information introduced during group instruction.

    To assess multiple indicators of learning from group instruction copy this branch and edit to make multiple targets.

  • Increase use of hand raising to gain the teacher's attention. (J14)

  • Raise hand to gain teacher's attention when (enter situation).

    To shape this behavior copy this branch and edit to make multiple targets.

  • Increase observational learning (J15.)

    Notes on Selecting Goal J15: 1. The child will need adequately developed joint attention/listener skills.

  • Demonstrate acquisition of (enter behavioral skill) through observational learning, as evidenced by demonstrating the skill at least (enter number) times after seeing the skill performed by a model.

    To track multiple skills copy this branch and edit to make multiple targets.

  • Increase demonstrations of interest (enter definition) in age-appropriate curricula (enter definition) (J16)

  • Show interest (enter definition of showing interest) in age-appropriate curricula (enter definition of age-appropriate curricula) when presented.

    To address multiple components of the curricula copy this branch and edit to make multiple targets.

  • Increase independent completion of age-appropriate academic tasks (enter definition, including whether work is modified) (J17)

    Notes on Implementing Goal J17: 1. The work may be modified as specified in the child s IEP. 2. Ensure the child s assigned tasks are within his/her capabilities.

  • Independently complete (enter percentage) of age-appropriate academic tasks (enter definition of tasks) presented.

    To address multiple task types copy this branch and edit to make multiple targets.

  • IEP Goals

    This folder contains all of the IGLR short term goals written in IEP form.

  • Domain A - Behavioral Excesses

    Notes on choosing behavioral excess goals in general: 1. All decrease goals should be accompanied by a skill building or replacement behavior goal that results from an additional functional assessment...

  • A01 - By (enter goal date), (enter child's name) will physically aggress no more than (enter number) times per (enter time frame) for (enter number) of (enter number) (enter time frame).

    Notes on Selecting Goal A01: 1. This goal will be easier to accomplish if students tend to demonstrate compliance (most of Readiness Perseverance and Focus Flexibility Consequences and Preferences for...

  • A02 - By (enter date), (enter student name) will decrease whining to no more than (enter number) instances per (enter time frame) on (enter number) of (enter number) consecutive (enter time frame).

    Notes on Selecting Goal A02: 1. This goal will be easier to accomplish if students tend to demonstrate compliance (most of Readiness Perseverance and Focus Flexibility Consequences and Preferences for...

  • A03 - By (enter date), (enter student name) will reduce self-stimulatory behavior to (enter number) (enter time frame) of task/activity times on (enter number) of (enter number) (enter time frame).

    Notes on Selecting Goal A03: 1. In general this goal should be selected only after every other item on the IGLR is maintained at an acceptable level. Interventions designed to address the other items ...

  • A04 - By (enter date), (enter student name) will decrease inappropriate/reckless use of property to (enter number) instances per (enter time frame) on (enter number) of (enter number) (enter time frame).

    Notes on selecting Goal A04: 1. This goal will be easier to accomplish if students tend to demonstrate compliance (most of Readiness Perseverance and Focus Flexibility Consequences and Preferences for...

  • A05 - By (enter date), (enter student name) will decrease inappropriate social behavior (enter definition) to (enter number) instances per (enter time frame) on (enter number) of (enter number) (enter time frame).

    Notes on selecting Goal A05: 1. This goal will be easier to accomplish if students tend to demonstrate compliance (most of Readiness Perseverance and Focus Flexibility Consequences and Preferences for...

  • A06 - By (enter date), (enter student name) will decrease protective stance over preferred objects to (enter duration) of (enter time frame) on (enter number) of (enter number) (enter time frame).

    Notes on selecting Goal A06: 1. This goal will be easier to accomplish if students tend to demonstrate compliance (most of Readiness Perseverance and Focus Flexibility Consequences and Preferences for...

  • A07 - By (enter date), (enter student name) will decrease insistence on sameness to (enter number) instances per (enter time frame) on (enter number) of (enter number) (enter time frame).

    Notes on selecting Goal A07: 1. This goal will be easier to accomplish if students tend to demonstrate compliance (most of Readiness Perseverance and Focus Flexibility Consequences and Preferences for...

  • A08 - By (enter date), (enter student name) will decrease (enter definition of classroom disruptions) to (enter number) percent of instruction time for (enter number) of (enter number) (enter time frame).

    Notes on selecting Goal A08: 1. This goal will be easier to accomplish if students tend to demonstrate compliance (most of Readiness Perseverance and Focus Flexibility Consequences and Preferences for...

  • A09 - By (enter date), (enter student name) will decrease (enter definition of disruptive behavior) in public/community settings to (enter duration) of each (enter duration) community outing on (enter number) of (enter number) community outings.

    Notes on selecting Goal A09: 1. This goal will be easier to accomplish if students tend to demonstrate compliance (most of Readiness Perseverance and Focus Flexibility Consequences and Preferences for...

  • Domain B - Independent Use of Classroom Citizenship Skills

  • B01 - By (enter goal date), (enter child's name) will follow classroom rules without reminders (enter percentage) of (enter time frame) on (enter number) of (enter number) (enter time frame).

    Notes on Selecting Goal B01: 1. Don t make B1 a target unless socially valid forms of punishment have been deemed more effective than treatments not containing a punishment component. This goal appear...

  • B02 - By (enter goal date), (enter child's name) will follow classroom rules when teacher is absent/unavailable (enter number) percent of opportunities on (enter number) of (enter number) (enter time frame).

    Notes on Selecting Goal B02: The purpose of this goal is to increase the child s rule following when punishment is uncertain. Note that the absent/unavailable teacher indicated here is the one who typ...

  • B03 - By (enter goal date), (enter child's name) will increase participation in classroom activities with the support of a visual schedule (enter number) percent of activities on (enter number) of (enter number) (enter time frame) .

    Notes on Selecting Goal B03: 1. If your student behaves well without visual schedules don t introduce them unless you re working on extended periods of independent task completion. 2. Select this goal...

  • B04 - By (enter goal date), (enter child's name) will increase participation in classroom activities without the support of a visual schedule.to (enter number) percent of activities on (enter number) of (enter number) (enter time frame) .

  • B05 - By (enter goal date), (enter child's name) will remain in the area and follow (enter basic instruction)when teacher is holding a reinforcer and providing access to it contingently on (enter number) percent of directives on (enter number) of (en

    Notes on Selecting Goal B05: 1. Student should be willing to accept a tangible reinforcer from the teacher non-contingently before this goal is attempted. Notes on Implementing Goal B05: 1. Do not est...

  • B06 - By (enter goal date), (enter child's name) will increase participation in classroom activities when (enter tokens/stickers/other conditioned reinforcers) are provided contingently to (enter number) minutes on (enter number) of (enter number) (e

    Notes on Implementing Goal B06: 1. A ssess the value of tokens in general by assessing the speed/enthusiasm with which the student exchanges tokens when he has enough to buy access to a preferred item...

  • B07 - By (enter goal date), (enter child's name) will increase participation in classroom activities without the use of external reinforcers to (enter number) minutes on (enter number) of (enter number) (enter time frame).

    Notes on Implementing Goal B07: 1. Watch out for excessive use of no or don t compared with teacher use of yes and good.

  • B08 - By (enter goal date), (enter child's name) will increase compliance with clearly stated instructions to (enter behavioral limit) to (enter number) percent of instructions on (enter number) of (enter number) (enter time frame).

    Notes on Implementing Goal B08: 1. In general it is better to state limits in the positive rather than the negative. For example You may write on paper or the dry erase board is better than Do not wri...

  • B09 - By (enter goal date), (enter child's name) will increase (enter appropriate behavior) when supervised by (enter teacher name) to (enter number) percent of intervals checked on (enter number) of (enter number) (enter time frame).

    Notes on Implementing Goal B09: 1. Ensure the teacher is not relying exclusively on punishment to limit inappropriate behavior.

  • B10 - By (enter goal date), (enter child's name) will increase (enter appropriate behavior) when supervised by a familiar teacher who is not his/her primary teacher to (enter number) percent of intervals checked on (enter number) of (enter number) of

    Notes on Implementing Goal B10: 1. Consider dependence upon supports used by teacher 1. Others should use those as well or your student should learn to respond without those supports.

  • B11 - By (enter goal date), (enter child's name) will increase (enter appropriate behavior) when supervised by (enter persons from whom student should follow instructions) (enter number) percent of trials on (enter number) of (enter number) (enter ti

    NOTE: When teaching a student to submit to authority in a generalized way be sure to also teach exceptions to this rule. If the student is almost always cooperative with at least 8 different familiar ...

  • B12 - By (enter goal date), (enter child's name) will increase compliance with directives delivered during 1:1 supervision time for (enter number) percent of directives on (enter number) of (enter number) (enter time frame).

  • B13 - By (enter goal date), (enter child's name) will increase compliance with directives delivered during 1:3 supervision time to (enter number) percent of directives on (enter number) of (enter number) (enter time frame).

  • B14 - By (enter goal date), (enter child's name) will increase (enter appropriate behavior) without specific adult intervention for (enter goal duration) on (enter number) of (enter number) (enter time frame).

  • Domain C - Tolerance for Preferred Stimulus Removal/Denial/Delay

    Notes on Selecting Goal C01: 1. All decrease goals should be accompanied by a skill building or replacement behavior goal that results from an additional functional assessment of the target behaviors....

  • C01 - By (enter date), (enter student name) will surrender reinforcers without (specify inappropriate responses that usually accompany requests to surrender reinforcers) within (enter time increment) on (enter number) of (enter number) (enter goal ti

  • C02 - By (enter date), (enter student name) will remain calm (define "calm" here) when reinforcing items or experiences are removed or terminated (enter with/without use of an advance organizer) on (enter number) percent of trials on (enter number)

    Notes on Selecting Goal C02: 1. This goal should be used for reinforcers that are not under the child s physical control (e.g. when the teacher turns off the television or when a friend walks away). U...

  • C03 - By (enter date), (enter student name) will remain calm (define "calm" here) when he/she makes an error and is given corrective feedback on (enter number) percent of trials on (enter number) of (enter number) (enter time frame).

  • C04 - By (enter date), (enter student name) will remain calm (enter definition of calm) while waiting to receive reinforcers for at least (enter time increment) on (enter number) of (enter number) (enter time frame).

    Notes on Implementing Goal C04: 1. When setting up this goal indicate whether supports/cues are needed (e.g. timers counting on fingers etc.).

  • C05 - By (enter date), (enter student name) will remain attentive (enter definition of attentive here) while waiting to receive reinforcers for at least (enter duration) on (enter number) of (enter number) trials.

    Notes on Implementing Goal C05: 1. Attentiveness shouldn t require staring at the teacher but should require a student to be ready to take his reinforcer the moment it is offered without his teacher h...

  • C06 - By (enter date), (enter student name) will remain calm (enter definition of calm) and/or engaged (enter definition of engaged) when request for reinforcer is refused on (enter number) of (enter number) trials.

    Notes on Selecting Goal C06: 1. This goal should not be selected unless the student is competent in requesting reinforcers (does so several times per hour and to a level that allows requesting to func...

  • C07 - By (enter date), (enter student name) will comply with instructions to (enter specific activity the child is being told not to do) for at least (enter duration) on (enter number) of (enter number) (enter time frame).

    Notes on Selecting Goal C07: 1. This goal should not be selected for the following groups: (a) students for whom no or don t function as a reinforcer; (b) students sho are not complying well with at l...

  • C08 - By (enter date), (enter student name) will comply with instructions to (enter specific activity the child is being told not to do) for at least (enter duration) with fewer than (enter number) reminders, on (enter number) of (enter number) (en

    Notes on Selecting Goal C08: 1. All decrease goals should be accompanied by a skill building or replacement behavior goal that results from an additional functional assessment of the target behaviors....

  • C09 - By (enter date), (enter student name) will increase behaviors such as hand raising, task initiation, requesting reinforcers, etc., that are followed by affirmative statements such as "yes," "that's right," or "good work," to (enter number) per

  • C10 - By (enter date), (enter student name), when reinforcers are within reach, will decrease the rate of grabbing without permission, while continuing to accept them when permission is granted to (enter number) times per (enter time frame) on (enter

    Notes on Selecting Goal C10: 1. All decrease goals should be accompanied by a skill building or replacement behavior goal that results from an additional functional assessment of the target behaviors....

  • C11 - By (enter date), (enter student name) will approach adults for brief comfort when (enter situation in which child should seek comfort but currently does not) on (enter number) of (enter number) opportunities.

  • C12/C13 - By (enter date), (enter student name), will engage in (specify activity/situation) without (enter definition of behavior child displays when not calm) on (enter number) percent of occasions for (enter number) of (enter number) (enter time f

    Notes on Selecting Goals C12 & C13: 1. Students may benefit from preliminary instruction in calm-counts or other self-calming techniques before attempting this goal.

  • Domain D - Readiness for Learning

    Notes on choosing readiness goals in general: Readiness gets to most of the earliest foundations of being a student . If a student scores poorly in Readiness much of his program should focus on readin...

  • D01 - By (enter goal date), when a potential reinforcer is positioned within two feet, (enter child's name) will refrain from grabbing it until it is offered by the teacher (enter number) percent of trials on (enter number) of (enter number) (enter t

    Notes on Selecting Goal D01: 1. All decrease goals should be accompanied by a skill building or replacement behavior goal that results from an additional functional assessment of the target behaviors....

  • D02 - By (enter goal date), when opportunities for (enter social interaction, leisure activity, or task) are presented, (enter child's name) will decrease (enter self-stimulatory behavior) to (enter number) percent of time on (enter number) (enter nu

    Notes on Selecting Goal D02: 1. All decrease goals should be accompanied by a skill building or replacement behavior goal that results from an additional functional assessment of the target behaviors....

  • D03 - By (enter goal date), when given work materials, (enter child's name) will leave materials in place until the teacher indicates the materials may be used (enter duration) on (enter number) of (enter number) (enter time frame).

    Notes on Selecting Goal D03: 1. This goal is contrasted from D06 in that the student is learning to use work materials correctly whereas D06 is meant for students who make mistakes in their tasks beca...

  • D04 - By (enter goal date), when a teacher uses (enter prompt type) for instruction, (enter child's name) will remain calm (enter definition of calm) and attempt to respond correctly for (enter number) percent of trials on (enter number) of (enter n

    Notes on Selecting Goal D04: 1. This goal should be used for students who are resistant to prompts. Notes on Implementing Goal D04: 1. The more activities are better with you than without you the bett...

  • D05 - By (enter goal date), when given (enter prompt type), (enter child's name) will comply within (enter time) for (enter number) percent of trials on (enter number) of (enter number) (enter time frame).

    Notes on Implementing Goal D05: 1. The more activities are better with you than without you the better.

  • D06 - By (enter goal date), when given (enter task type), (enter child's name) will wait for and comply with teacher instructions on (enter number) percent of trials on (enter number) of (enter number) (enter time frame).

    Notes on Selecting Goal D06: 1. All decrease goals should be accompanied by a skill building or replacement behavior goal that results from an additional functional assessment of the target behaviors....

  • D07 - By (enter goal date), when (enter situation(s) in which student is likely to need help), (enter child's name) will calmly request help (enter definition of calm) for (enter number) percent of occasions on (enter number) of (enter number) (enter

    Notes on Implementing Goal D07: 1. Be careful not to over-teach mands for assistance before problem solving is at least emerging

  • D08 - By (enter goal date), (enter child's name) will remain in seat for (enter duration) with no more than (enter # of prompts) (enter type of prompts) on (enter number) of (enter number) (enter time frame).

    Notes on Selecting Goal D08: 1. The more relevant things a student has learned to do in an area the better (including mands compliance leisure etc)

  • D09 - By (enter goal date), (enter child's name) will remain within (enter distance) of his/her group in (enter community settings) without (enter prompt) for (enter number) of (enter number) (enter time frame).

    Notes on Selecting Goal D09: 1. The more relevant things a student has learned to do in an area the better (including mands compliance leisure etc)

  • D10 - By (enter goal date), (enter child's name) will (enter response type) when name is called within (enter time) on (enter number) of (enter number) (enter time frame).

    Notes on Selecting Goal D10: 1. This skill evolves more efficiently with students who have learned to mand and with whom teachers engage frequently in activities that are better with you than without ...

  • D11 - By (enter goal date), (enter child's name) will approach others for social purposes (enter examples) at least (enter number) times per (enter time frame) on (enter number) of (enter number) (enter time frame).

  • D12 - By (enter goal date), (enter child's name) will approach others for access to items or activities (enter examples) at least (enter number) times per (enter time frame) on (enter number) of (enter number) (enter time frame).

  • D13 - By (enter goal date), (enter child's name) will increase duration of self-directed task engagement in at least (enter number) of tasks without use of escape extinction, extrinsic reinforcers, or teacher prompts to (enter goal duration) for (ent

  • D14 - By (enter goal date), (enter child's name) will increase correct responding on (enter task/skill) following no more than (enter number) of teacher corrections within (enter time) to (enter goal duration) for (enter number) of (enter number) (en

  • Domain E - Perseverance and Focus

  • E01 - By (enter goal date), when presented with one of (enter number) different types of academic tasks, (enter child's name) will work continuously without complaints for (enter time) on (enter number) of (enter number) (enter time frame).

    Notes on Selecting Goal E01: Notes on Implementing Goal E01: The idea is that especially for younger or less experienced learners the work area wll be conditioned as a reinforcer or at least easily to...

  • E02/E06 - By (enter goal date), when given a single (enter direction type) instruction, (enter child's name) will complete at least (enter number) consecutive responses on (enter number) of (enter number) (enter time frame).

  • E03 - By (enter goal date), upon teacher direction to complete an activity, (enter child's name) will physically retrieve work materials relevant to that activity on (enter number) of (enter number) (enter time frame).

    Notes on Selecting Goal E03: E3 tends to develop better with students who will engage in focused travel in various contexts (e.g. to match a picture to retrieve a reinforcer upon teacher direction etc...

  • E04 - By (enter goal date), with a contextual cue from the teacher or visual schedule, (enter child's name) will spontaneously position work materials needed for assignment on (enter number) of (enter number) (enter time frame).

  • E05 - By (enter goal date), without teacher instruction, (enter child's name) will return work materials after assignment is complete (enter number) percent of trials on (enter number) of (enter number) (enter time frame).

    Notes on Selecting Goal E05: 1. E5 tends to develop better with students who will engage in focused travel in various contexts (e.g. to match a picture to retrieve a reinforcer upon teacher direction ...

  • E07 - By (enter goal date), with a single teacher instruction, (enter child's name) will use a schedule to complete (enter number) consecutive responses requiring travel (enter distance) (enter number) percent of trials on (enter number) of (enter nu

  • E08 - By (enter goal date), (enter child's name) will complete tasks requiring travel at least (enter distance) without grabbing interesting items along the way for (enter number) percent of trials on (enter number) of (enter number) (enter time fra

  • E09/E10 - By (enter goal date), when presented with difficult tasks, (enter child's name) will work continuously without requesting assistance for (enter time) for (enter number) percent of trials on (enter number) of (enter number) (enter time frame

  • E11 - By (enter goal date), given a visual schedule, (enter child's name) will work continuously without requesting assistance until the task is complete on (enter number) percent of trials for (enter number) of (enter number) (enter time frame).

  • E12 - By (enter goal date), when directed to get a familiar item, (enter child's name) will walk (enter distance) to the location and retrieve the named object (enter number) percent of trials on (enter number) of (enter number) (enter time frame).

  • E13 - By (enter goal date), when seated in (enter description of distraction-free environment) (enter child's name) will work continuously for (enter time) on (enter number) of (enter number) (enter time frame).

  • E14 - By (enter goal date), when seated in (enter description of environment) (enter child's name) will work continuously for (enter time) on (enter number) of (enter number) (enter time frame).

  • E15 - By (enter goal date), after completing his/her work, (enter child's name) will (enter method child is to use) to notify teacher that work is complete (enter number) of (enter number) trials on (enter number) of (enter number) (enter time frame)

  • E16 - By (enter goal date), after completing his/her work, (enter child's name) will direct teacher's attention by using at least (enter number) (enter signs/gestures/words/sentences) on (enter number) of (enter number) (enter time frame).

    Notes on Selecting Goal E16: 1. Student must be able to tact recent actions.

  • E17 - By (enter goal date), when a listener fails to provide attention quickly, (enter child's name) will make at least one more attempt to recruit that person’s attention by (enter attention-gaining method) for (enter number) percent of trials on (e

  • E18 - By (enter goal date), when a communication partner makes an error, (enter child's name) will provide calm corrective feedback by (enter feedback method) for (enter number) percent of incidents on (enter number) of (enter number) (enter time fra

    Notes on Selecting Goal E18: 1. Student should have an expansive vocabulary. Notes on Implementing Goal E18: 1. While this goal might be expanded to include any type of perceived errors the original i...

  • E19 - By (enter goal date), when given a directive with multiple response options, (enter child's name) will request clarification by (enter requesting clarification method) for (enter number) percent of trials on (enter number) of (enter number) (e

    Notes on Selecting Goal E19: 1. E3 tends to develop better with students who will engage in focused travel in various contexts (e.g. to match a picture to retrieve a reinforcer upon teacher direction ...

  • E20 - By (enter goal date), (enter child's name) will record his/her own behavioral data by (enter specific self-monitoring technique) for (enter number) percent of trials on (enter number) of (enter number) (enter time frame).

    Notes on Selecting Goal E20: 1. Depending upon the context in which self-monitoring is practiced students may need some rudimentary data-taking skills such as circling the next number on their chart.

  • E21 - By (enter goal date), (enter child's name) will compare his/her own behavior data to a previously set criterion to correctly determine whether a personal goal was met for (enter number) percent of trials on (enter number) of (enter number) (ent

    Notes on Selecting Goal E21: 1. Some understanding of more than vs. less than prior to initiating this goal is helpful.

  • E22 - By (enter goal date), (enter child's name) will set personal goals that can be realistically met within (enter time frame) on (enter number) of (enter number) (enter time frame).

    Notes on Selecting Goal E22: 1. With relatively new activities students need some capacity to estimate in order to set reasonable goals.

  • E23 - By (enter goal date), (enter child's name) will independently chart his/her own performance on (enter charting type) for (enter number) percent of trials on (enter number) of (enter number) (enter time frame).

    Notes on Selecting Goal E23: 1. Academic skills relevant to the form of charting will be necessary prior to attempting this goal.

  • Domain F - Flexibility

  • F01 - By (enter goal date), when presented with a change in routine, (enter child's name) will remain calm (enter definition of calm) for (enter number) percent of trials on (enter number) of (enter number) (enter time frame).

  • F02 - By (enter goal date), when teacher demonstrates alternative use of materials (enter definition of alternative use), (enter child's name) will remain calm (enter definition of calm) for (enter number) percent of trials on (enter number) of (ente

    Notes on Selecting Goal F02: 1. Student should tolerate teacher proximity while engaged with preferred materials. 2. Student should have some reinforcers that are better with you than without you.

  • F03 - By (enter goal date), (enter child's name) will comply with (enter percentage) of post-mand instructions on (enter number) of (enter number) (enter time frame).

    Notes on Selecting Goal F03: 1. This goal works well in concert with teaching following in-context instructions (F13). Notes on Implementing Goal F03: 1. If mand repertoires are not strong enough exce...

  • F04 - By (enter goal date), (enter child's name) will comply with (enter percentage) of pre-mand instructions on (enter number) of (enter number) (enter time frame).

  • F05 - By (enter goal date), when the student's response is followed with another instruction within (enter time), (enter child's name) will respond within (enter time) for (enter goal) percent of opportunities on (enter number) of (enter number) (ent

  • F06 - By (enter goal date), when the student's response is followed with another instruction within (enter time), (enter child's name) will respond within (enter time) for (enter number) percent of opportunities on (enter number) of (enter number) (e

  • F07 - By (enter goal date), when the student is given an instruction requiring interaction with high-interest activities (enter definition of high-interest activities), (enter child's name) will comply within (enter time) on (enter number) of (enter

    Notes on Selecting Goal F07: 1. For instructional purposes i t is particularly helpful if your student s participation with these interests are better with you than without you. Notes on Implementing ...

  • F8 - By (enter goal date), when the student is given an instruction requiring interaction with low-interest activities (enter definition of low-interest activities), (enter child's name) will comply within (enter time) on (enter number) of (enter num

  • F09 - By (enter goal date), when (enter reinforcer choices) are in sight and within two feet, (enter child's name) will comply with simple instructions (enter definition of simple instructions) for (enter number) percent of trials on (enter number)

    Notes on Selecting Goal F09: 1. Except when a visible reinforcer is part of a natural context it is rarely valuable to teach students with a tangible reinforcer in sight.

  • F10 - By (enter goal date), when simple instructions (enter definition of simple instructions) are given without a reinforcer in sight, (enter child's name) will comply within (enter time) on (enter goal rate) of (enter time frame).

  • F11 - By (enter goal date), when simple instructions (enter definition of simple instructions) are given at the table, (enter child's name) will comply within (enter time) for (enter number) percent of trials on (enter number) of (enter number) (ente

  • F12 - By (enter goal date), when simple instructions (enter definition of simple instructions) are given away from the table, (enter child's name) will comply within (enter time) for (enter number) percent of trials on (enter number) of (enter number

  • F13 - By (enter goal date), when simple instructions are given in context with ongoing activities (enter examples), (enter child's name) will comply within (enter time) for (enter number) percent of trials on (enter number) of (enter number) (enter

  • F14 - By (enter goal date), when simple instructions are given out of context with ongoing activities (enter examples), (enter child's name) will comply within (enter time) for (enter number) percent of trials on (enter number) of (enter number) (en

  • F15 - By (enter goal date), when teacher instructions are delivered from a distance of no more than (enter distance), (enter child's name) will comply within (enter time) for (enter number) percent of trials on (enter number) of (enter number) (enter

    Notes on Selecting Goal F15: 1. It helps if functional routines are in place already. Notes on Implementing Goal F15: 1. As distance increases completion criteria may need to be adjusted slightly down...

  • F16 - By (enter goal date), when teacher instructions are delivered in a firm tone of voice, (enter child's name) will comply within (enter time) for (enter number) percent of trials on (enter number) of (enter number) (enter time frame).

    Notes on Selecting Goal F16: 1. It is not usually necessary for a child to master this goal. It should be selected rarely.

  • F17 - By (enter goal date), when teacher instructions are delivered in a neutral tone of voice, (enter child's name) will comply within (enter time) for (enter number) percent of trials on (enter number) of (enter number) (enter time frame).

  • F18 - By (enter goal date), when teacher instructions are delivered natural prosody, (enter child's name) will comply within (enter time) for (enter number) percent of trials on (enter number) of (enter number) (enter time frame).

    Notes on Selecting Goal F18: 1. This goal works better for students who are relaxed and not working primarily for escape.

  • F19 - By (enter goal date), (enter child's name) will comply with instructions delivered (enter examples of types of instructions) by at least three different teachers for (enter number) percent of trials on (enter number) of (enter number) (enter ti

  • F20/F21 - By (enter goal date), (enter child's name) will increase rate of performance to (enter rate) when challenged to meet a goal before a timer beeps for (enter number) percent of trials on (enter number) of (enter number) (enter timeframe).

    Notes on Implementing Goal F20/F21: 1. This can be demonstrated by virtue of responding more quickly than when a timer is not used and/or by a steadily increasing rate of performance on programs with ...

  • Domain G - Responsiveness to Behavioral Consequences

  • G01 - By (enter goal date), when presented with a non-preferred activity/task and provided brief breaks contingent upon task completion, (enter child's name) will complete the task on at least (enter percentage) of trials for (enter) of (enter number

    Notes on Selecting Goal G01: 1. G1 is usually skipped with early learners in favor of G2 or G3. It is sometimes later introduced with advanced learners who may be ready to do things for the same reaso...

  • G02 - By (enter goal date), when presented with an activity/task, (enter child's name) will complete the task on at least (enter percentage) of trials on (enter number) of (enter number) (enter time frame) to earn access to primary reinforcers.

    Notes on Selecting Goal G02: 1. Make sure the primary reinforcers have demonstrated efficacy with this student. Notes on Implementing Goal G02: 1. If the focus is out-of-context activities consider in...

  • G03 - By (enter goal date), when presented with an activity/task, (enter child's name) will complete the task to earn access to secondary reinforcers such as stickers and tokens on at least (enter percentage) of trials for (enter number) of (enter nu

    Notes on Selecting Goal G03: 1. The student needs several items/activities that function as reinforcers. 2. If you are going to require token exchanges after spontaneous manding (which is generally be...

  • G04 - By (enter goal date), when presented with an activity/task, (enter child's name) will complete the task to gain teacher praise/approval alone (without use of additional primary or secondary reinforcers)on at least (enter percentage) of trials f

    Notes on Selecting Goal G04: 1. IF your student doesn t naturally value praise or can t learn to value praise through healthy social interactions then G2 and G3 are prerequisites to this goal.

  • G05/G06 - By (enter goal date), (enter child's name) will provide at least (enter number) of quality responses (enter definition of quality responses) before receiving reinforcement on (enter percentage) of opportunities for (Enter number) of (enter

  • G07 - By (enter goal date), (enter child's name) will (enter definition of appropriate behavior) for at least (enter duration) before receiving reinforcement on (enter percentage) of opportunities for (enter number) or (enter number) (enter time fra

    Notes on Implementing Goal G07: 1. There can be small reinforcers including breaks for drinks positive feedback etc. during the time period but the point is that the work is largely maintained by the ...

  • G08 - By (enter goal date), (enter child's name) will (enter definition of appropriate behavior) in the presence of stimuli (enter stimuli) that previously cued inappropriate behavior (enter definition of inappropriate behavior) on (enter percentage)

    Notes on Selecting Goal G08: 1. This goal is intended for be undertaken after the inappropriate behavior has been successfully treated with consequences. 2. Introduction of G08 can be scary it can req...

  • Domain H - Responsiveness to Various Learning Channels

    Please note that two target templates are provided for each short-term goal within this domain. The first is for early learners and the second is for more advanced learners. There will be skill-specif...

  • H01 - By (enter goal date), (enter child's name) will increase responding to visual stimuli to (enter number) of (enter number) presented stimuli on (enter number) of (enter number) (enter time frame).

  • H02 - By (enter goal date), (enter child's name) will increase responding to auditory stimuli to (enter number) of (enter number) presented stimuli on (enter number) of (enter number) (enter time frame).

  • H03 - By (enter goal date), (enter child's name) will increase responding to tactile stimuli to (enter number) of (enter number) presented stimuli on (enter number) of (enter number) (enter time frame).

  • H04 - By (enter goal date), (enter child's name) will increase vocal responding to (enter number) of (enter number) presented stimuli on (enter number) of (enter number) (enter time frame).

  • H05 - By (enter goal date), (enter child's name) will increase correct responses to matching tasks to (enter number) of (enter number) presented stimuli on (enter number) of (enter number) (enter time frame).

  • H06 - By (enter goal date), (enter child's name) will increase correct responses to selection tasks to (enter number) of (enter number) presented stimuli on (enter number) of (enter number) (enter time frame).

  • H07 - By (enter goal date), (enter child's name) will increase correct responses to imitation tasks to (enter number) of (enter number) presented stimuli on (enter number) of (enter number) (enter time frame).

  • H08 - By (enter goal date), (enter child's name) will increase correct responses to fine motor tasks to (enter number) of (enter number) presented stimuli on (enter number) of (enter number) (enter time frame)

  • H09 - By (enter goal date), (enter child's name) will increase correct responses to gross motor tasks to (enter number) of (enter number) presented stimuli on (enter number) of (enter number) (enter time frame).

  • H10 - By (enter goal date), (enter child's name) will increase correct responses to writing tasks to (enter number) of (enter number) presented stimuli on (enter number) of (enter number) (enter time frame).

  • Domain I - Spontaneity

    Note About Goals from the Spontaneity Domain: 1. Spontaneity should not be addressed as a goal until the same behavior is demonstrated independently even if at a low rate.

  • I01 - By (enter goal date), without relying on invitations to ask or the visual presentation of a reinforcer, (enter child's name) will request items or activities at least (enter number) times per day for (enter number) of (enter number) (enter time

    Notes on Selecting Goal I01: 1. This goal works nicely with E15 and E16. Notes on Implementing Goal I01: 1. If the child repeats the same request within 30 seconds it should not count as a new spontan...

  • I02 - By (enter goal date), during free play activities, (enter child's name) will spontaneously imitate peers (enter number) times per (enter duration) play sessions on (enter number) of (enter number) (enter time frame).

    Notes on Selecting Goal I02: 1. Ensure the child has the relevant motor skills. Notes on Implementing Goal I02: 1. Sometimes motor imitation can develop within the context of play that is better with ...

  • I03 - By (enter goal date), across a variety of contexts, (enter child's name) will spontaneously echo others (enter number) times per (enter time period) on (enter number) of (enter number) opportunities.

    Notes on Selecting Goal I03: 1. Ensure the child has foundational vocal skills to accomplish this goal. Notes on Implementing Goal I03: 1. Echoics are often learned during mand training.

  • I04 - By (enter goal date), across a variety of contexts, (enter child's name) will spontaneously label (enter number) items, pictures, or actions times per (enter time period) on (enter number) of (enter number) opportunities.

    Notes on Selecting Goal I04: 1. Ensure the student has adequate development of some mode of communication.

  • I05 - By (enter goal date), (enter child's name) will spontaneously comment on others' statements at least (enter number) times per (enter time period) on (enter number) of (enter number) days.

    Notes on Selecting Goal I05: 1. Ensure the child has joint attention skills. Notes on Implementing Goal I05: 1. This is more easily learned with conversation partners who have common interests.

  • I06 - By (enter goal date), (enter child's name) will spontaneously follow at least (enter number) classroom routines per day on (enter number) of (enter number) days.

  • I07/08 - By (enter goal date), when (enter setting conditions), (enter child's name) will spontaneously initiate (enter number) peer interactions in (enter time period) on (enter number) of (enter number) days.

    Notes on Selecting Goal I07/08: 1. Two templates for targets are offered in the branches that follow. The first is appropriate for I07 and the second is appropriate for I08. 2. I08 is a more advanced ...

  • I09 - By (enter goal date), when (enter setting conditions), (enter child's name) will independently engage in leisure activities for (enter duration) on (enter number) of (enter number) days.

    Notes on Implementing Goal I09: 1. Although the child may come into contact with social attention that naturally occurs in the context of engaging in the activity external reinforcers should not be us...

  • I10 - By (enter goal date), (enter child's name) will demonstrate at least (enter number) new skills or behaviors learned exclusively through watching others per (enter time period) on (enter number) of (enter number) weeks.

    Notes on Selecting Goal I10: 1. The child will need adequately developed joint attention/listener skills.

  • Domain J - Adaptive Behavior in the Classroom

    Note About Goals for Domain J: In Teaching Advanced Learner Repertoires Figure 10.1 (i.e. Predicting School Success) provides fairly comprehensive recommendations for prerequisite levels of various do...

  • J01 - By (enter goal date), (enter child's name) will decrease (enter disruptive behavior) to (enter number) per class period on (enter number) of (enter days).

    Notes on Selecting Goal J01: 1. All decrease goals should be accompanied by a skill building or replacement behavior goal that results from an additional functional assessment of the target behaviors....

  • J02 - By (enter goal date), (enter child's name) will increase time spent working cooperatively with no teacher support (enter definition of working cooperatively) to (enter duration) on (enter number) of (enter days).

    Notes on Implementing Goal J02: 1. Initially select tasks for which the student has already demonstrated competence.

  • J03 - By (enter goal date), (enter child's name) will increase demonstrations of interest in peers, as evidenced by attending, imitating, initiating a social interaction, or responding readily/quickly to a peer’s initiation to (enter duration) on (en

    Notes on Selecting Goal J03: 1. This skill may develop better if the child has learned to request reinforcers from peers. Notes on Implementing Goal J03: 1. This skill is most easily trained during pl...

  • J04 - By (enter goal date), (enter child's name) will increase compliance with peer instructions during cooperative activities to (enter percentage) of peer instructions on (enter number) of (enter number) (enter time frame).

  • J05 - By (enter goal date), (enter child's name) will increase utterances of instructions to peer to (enter number) during a (enter duration) cooperative activity on (enter number) of (enter number) opportunities.

    Notes on Selecting Goal J05: 1. In addition to the necessary communication skills the child needs to value peer behavior as a reinforcer. Notes on Implementing Goal J05: 1. Extensive time spent in joi...

  • J06 - By (enter goal date), (enter child's name) will increase use of corrective feedback (enter definition) to peers when social bids or requests for tangibles are ignored or misunderstood to (enter percentage) of opportunities on (enter number) of

  • J07 - By (enter goal date), (enter child's name) will increase percentage of opportunities in which he/she takes turns without teacher prompts or reminders ito (enter percentage) of opportunities on (enter number) of (enter number) days.

    Notes on Selecting Goal J07: 1. The student should demonstrate interest in at least one activity that requires turn-taking.

  • J08 - By (enter goal date), (enter child's name) will increase duration of attending (enter definition of attending) while waiting to take a turn to (enter duration) on (enter number) of opportunities on (enter number) of (enter number) (enter time

    Notes on Selecting Goal J08: 1. It may be necessary to replace self-stimulatory behavior (if applicable) prior to attempting this goal.

  • J09 - By (enter goal date), (enter child's name) will increase attending to peers when attention mands are delivered by peers to (enter percentage) of opportunities on (enter number) of (enter number) (enter time frame).

    Notes on Selecting Goal J09: 1. It may be necessary to replace self-stimulatory behavior (if applicable) prior to attempting this goal.

  • J10 - By (enter goal date), (enter child's name) will increase responding to peer questions to (enter percentage) of opportunities on (enter number) of (enter number) (enter time frame).

    Notes on Selecting Goal J10: 1. Make sure the student has adequate intraverbal skills for this goal.

  • J11 - By (enter goal date), (enter child's name) will increase spontaneous imitation of peer actions to (enter number) per (enter time frame) on (enter number) of (enter number) days.

  • J12 - By (enter goal date), (enter child's name) will increase responding during group instruction to (enter number) per (enter time frame) on (enter number) of (enter number) (enter time frame).

  • J13 - By (enter goal date), (enter child's name) will increase accurate responding to questions about information introduced during group instruction to (enter number) per (enter time frame) on (enter number) of (enter number) days.

    Notes on Selecting Goal J13: 1. Child should have developed joint attention skills as both a listener and a speaker.

  • J14 - By (enter goal date), (enter child's name) will increase hand raising to gain the teacher's attention to (enter number) per (enter time frame) on (enter number) of (enter number) days.

  • J15 - By (enter goal date), (enter child's name) will demonstrate at least (enter number) new skills or behaviors learned exclusively through observing others per (enter time period) on (enter number) of (enter number) weeks.

    Notes on Selecting Goal J15: 1. The child will need adequately developed joint attention/listener skills.

  • J16 - By (enter goal date), (enter child's name) will increase demonstrations of interest (enter definition of demonstrations of interest) in age-appropriate curricula (enter definition of age-appropriate curricula) to (enter number) of tasks present

  • J17 - By (enter goal date), (enter child's name) will increase independent completion of age-appropriate academic tasks (enter definition, including whether work is modified) to (enter percentage) of each presented task on (enter number) of (enter n

    Notes on Implementing Goal J17: 1. The work may be modified as specified in the child s IEP. 2. Ensure the child s assigned tasks are within his/her capabilities.