Adaptive Behavior Goals for Individualized Education Programs (IEPs)

What are Behavior Goals?

Behavior goals are one part of an Individualized Education Program, or IEP. The purpose of an IEP is to provide a student with the support and instruction they need based on their disability-related needs. Federal law, specifically the Individuals with Disabilities Education Act (IDEA), requires schools to provide these plans for eligible students.

When setting goals for a student in their IEP, care must be taken that these goals fit the student and their needs. These goals should be:

• Data-driven, addressing a student’s specific needs.
• Focused on behaviors affecting the student’s learning and participation.
• Measurable and have a clear structure, whereby they define the:
  • Time frame for the goal (a year, a semester, etc.)
  • Specific skill being developed by the student
  • Setting/Context in which the student is learning
  • Assessment method being used to test the student’s skill and to monitor their progress on developing their skill(s)
  • Accuracy level in the skill being developed (e.g. the student will be able to answer questions with x percent accuracy)
  • Supports and accommodations are being offered to the student.

This article provides a collection of example goals for various behaviors.

What are Adaptive Behavior Goals?

Adaptive behavior IEP goals focus on a student’s functional, everyday skills. These skills are meant to help the student be independent in their day-to-day life both in and outside of school. As such, the adaptive IEP goals aim to develop a student’s overall independence, not just their compliance in the classroom.

Examples of Adaptive Goals:

• Conflict Management
  • By the end of a 2-month period, the student will independently manage peer or classroom conflicts in naturally occurring classroom situations, as measured by observations and performance assessments, with 4 out of 5 accuracy and no teacher support.

Self-Regulation with Checklist

• By the end of a two-month period, students will use a self-monitoring checklist to demonstrate self-regulation skills in weekly instructional sessions as measured by teacher observation with 90% accuracy with minimal prompts.

Task Initiation

• By the end of a two-month period, the student will initiate writing tasks within 1 minute of assignment presentation during classroom writing activities, as measured by observations and performance assessments, with 80% accuracy across 20 opportunities, with standard classroom supports.

Rule-Following with Token System

• By the end of a two-month period, students will follow classroom rules using a five-piece token board system in half-hour academic sessions as measured by token data with 80% accuracy across 4 of 5 sessions with visual supports.

Break Requesting

• By the end of a two-month period, the student will request a break appropriately and return to task independently in academic and non-preferred activities as measured by observation and performance data with 8 out of 10 accuracy with access to their communication method.

Daily Routines

• When it is time to begin a school routine, the student will respond to verbal or environmental cues and complete the routine independently. Examples include the morning routine, washing hands, and getting ready for recess. The goal is to improve from their baseline to successfully completing routines with at least five steps in four out of five opportunities across five consecutive data days.

On-Task IEP Goals

On-task IEP goals target sustaining attention and completing tasks.

Examples:

• Task Initiation (2-minute window)
  • By the end of a two-month period, students will begin assigned tasks within 2 minutes when given a visual or verbal prompt in classroom instructional settings, as measured by teacher observation and data collection with 4 out of 5 accuracy with prompting supports.

On-Task Behavior (15 minutes)

• By the end of a two-month period, the student will remain on task during independent work for at least 15 consecutive minutes in classroom work periods, as measured by time-on-task data and teacher observations, with 80% accuracy using standard classroom supports.

Classwork Completion

• By the end of a two-month period, student will complete and turn in assigned classwork in weekly instructional settings as measured by collected assignments and teacher records with 4 out of 5 accuracy with minimal adult prompts.

Checklist Use for Multi-Step Tasks

• By the end of a two-month period, students will follow a daily task checklist to complete multi-step assignments in academic settings as measured by teacher data with 80% accuracy with no more than one adult prompt.

Sustained Attention During Non-Preferred Tasks

• By the end of a two-month period, the student will use a self-selected strategy (e.g., timer, break card) to stay on task and complete non-preferred assignments in classroom settings as measured by observation with 4 out of 5 accuracy with access to preferred strategies.

Homework Recording and Submission

• By the end of a two-month period, students will accurately record homework in their planner and submit homework on time in daily school routines as measured by teacher records with 4 out of 5 accuracy with organizational supports.
  • Help-Seeking Behavior
    • By the end of a two-month period, students will be able to ask for help appropriately when unsure on how to begin or complete a task in classroom activities. To be measured by observation with 80% accuracy with routine teacher modeling.

Task Initiation + On-Task Behavior Combo

• By the end of a two-month period, the student will begin tasks within 1 minute and remain on task for at least 10 minutes independently in classroom activities, as measured by staff data with 8 out of 10 accuracy with no more than two prompts.

Attending to Non-Preferred Activities

• By the end of a two-month period, the student will attend to non-preferred small-group or independent activities for 20 minutes in instructional settings as measured by staff documentation with 3 out of 4 accuracy with no more than one verbal cue.

On-Task Behavior with Fidget

• By the end of a two-month period, the student will demonstrate on-task behavior for 75% of intervals during a 10-minute period in general education settings as measured by observational data with 4 out of 5 accuracy, with access to an appropriate fidget and one reminder. 

Group Instruction Attention (10 minutes)

• By the end of a two-month period, the student will attend to tasks during large and small group instruction for at least 10 minutes across classroom settings as measured by teacher-charted data with 4 out of 5 accuracy with no more than one teacher prompt.

On-Task Behavior with Movement Breaks

• By the end of a two-month period, students will attend to classroom tasks for an average of 75% of intervals during a 20-minute class period in instructional settings as measured by staff observation with standard movement break supports.

Task Initiation with Self-Regulation Strategies

• By the end of a two-month period, the student will initiate tasks, including non-preferred ones, within 2 minutes of direction across environments as measured by staff data with 80% accuracy with access to self-regulation strategies and a self-monitoring checklist.

Sustained Focus with Strategies

• Within a timeframe of 60 days, the student will be able to remain focused on tasks for at least 10 minutes without adult prompting across settings. To be measured by observation and data tracking with 80% accuracy, and with access to self-regulation strategies and a checklist.

Small Group Task Completion

• Within a timeframe of 60 days, the student will be able to complete assigned tasks and ask for help appropriately in small-group instructional settings as measured by teacher observation with 80% accuracy across 5 consecutive trials with standard classroom supports.

Non-Preferred Task Completion with Timer

• Within a timeframe of 60 days, the student will be able to begin non-preferred tasks within 1 minute and complete them within a designated time limit in structured classroom settings. To be measured by staff data with 8 out of 10 accuracy, and with access to self-regulation tools and a reward system.

Independent Work

• The student will begin and complete assigned work on their own and clean up materials afterward. Progress will be measured from baseline to independent completion of this routine in 4 out of 5 consecutive opportunities across five data collection days.

Class Participation IEP Goals

Class participation goals focus on developing a student’s ability to engage in group settings.

Examples:

• Group Participation (Hand-Raising & Relevant Responses)
  • By the end of a two-month period, student will raise their hand and contribute a relevant response or question during group instruction in classroom lessons as measured by teacher observation and participation logs with 4 out of 5 accuracy with standard classroom prompts.

Group Discussion Engagement

• By the end of a two-month period, student will engage in group discussions by offering an idea or response in classroom group activities as measured by teacher observation with 80% accuracy with a verbal prompt or cue.

Following Group Instructions & Engagement

• Within 60 days, student will follow group instructions and remain engaged during class activities (e.g., tracking the speaker, turn-taking) in group instructional settings as measured by teacher data collection with 4 out of 5 accuracy with typical classroom supports.

Participation in Routines & Transitions

• Within 60 days, student will participate in class routines or transitions (e.g., lining up, classroom jobs, cleanup) in daily classroom routines as measured by observation with 80% accuracy with no more than one reminder.

Appropriate Volume & Tone in Discussion

• By the end of 60 days, student will use appropriate volume and tone when speaking during class discussions in group instructional settings as measured by teacher observations and checklists with 4 out of 5 accuracy with verbal modeling supports.

Clarification / Help-Seeking

• Within 60 days, student will either raise their hand or use a help card to ask for clarification or assistance from the teacher. To be measured by teacher observation with 80% accuracy with access to communication supports.

Partner / Small-Group Participation

• By the end of a two month period, student will participate in partner or small-group work by taking turns, sharing materials, and staying on task in small-group instructional settings as measured by teacher observation and checklists with 4 out of 5 accuracy with standard instructional supports.

Coping Skills Behavior Goals

Behavior goals that specifically target coping skills focus on helping a student to manage their emotions and their response to frustration.

Examples:

• Coping Strategy Use (Frustration Response)
  • By the end of a two month period, student will identify and use an appropriate coping strategy in response to frustration in classroom settings as measured by teacher observation and behavior logs with 4 out of 5 accuracy with access to pre-taught strategies.

Expressing Feelings / Needs

• By the end of a two month period, student will verbally express feelings or needs using appropriate language when experiencing stress or anxiety in school environments as measured by teacher observation with 80% accuracy with verbal or visual cues.

Initiating Self-Regulation Strategies

• By the end of a two month period, student will initiate a self-regulation strategy to de-escalate when cued in instructional settings as measured by staff observation with 4 out of 5 accuracy with visual or verbal supports.

Early Identification of Dysregulation / Break Requesting

• By the end of a two month period, student will be able to recognize early signs of emotional dysregulation and request a break or support from class teacher or supervisor before exhibiting disruptive behavior. To be measured by teacher observation with 80% accuracy with access to break-request tools.

Using Personalized Coping Toolkit

• By the end of a two month period, student will use a pre-taught coping strategy from a personalized toolkit in instructional settings as measured by staff observation with 4 out of 5 accuracy with no more than one prompt.

Returning to Baseline

• By the end of a two month period, student will stay in class during challenging academic or social situations and return to baseline behavior within 5 minutes as measured by behavior data with 80% accuracy with standard supports.

Selecting Appropriate Coping Tools Independently

• By the end of a two-month period, the student will select and use an appropriate coping tool or strategy independently when given choices in classroom settings, as measured by observation and student self-report, with 4 out of 5 accuracy with access to coping tools.

Using Positive Self-Talk & Coping Strategies

• By the end of a two-month period, the student will use positive self-talk and coping strategies to manage stressful tasks or work demands and engage calmly in the activity in classroom settings as measured by teacher documentation with 2 out of 3 accuracy with no more than one prompt.

Identifying Feelings & Choosing Strategies (Counseling)

• By the end of a two-month period, students will identify feelings and select an appropriate coping strategy during counseling sessions as measured by therapist records with 80% accuracy with instructional supports.
  • Self-Regulation During Emotional Upset
    • By the end of a two-month period, the student will use a self-regulation strategy to avoid unexpected behaviors when frustrated, angry, or upset in classroom environments, as measured by staff observation with 4 out of 5 accuracy with no more than one reminder.

Returning to Expected Emotional State (Small Group)

• By the end of a two-month period, students will use a self-regulation tool to return to an expected emotional state in small group settings as measured by staff data with 8 out of 10 accuracy with one adult reminder.

Insight Into Emotional Regulation

• By the end of a two month period, student will identify situations where a regulation tool would have been helpful and select an appropriate tool for each in counseling settings as measured by session data with 80% accuracy with guided practice.

Problem Size & Response Selection

• By the end of a two month period, student will determine the size of a problem and select an appropriate coping response before returning to task in classroom situations as measured by teacher-charted data with 4 out of 5 accuracy with strategy reminders.

Coping Strategy Use + Task Return (Extended Duration)

• By the end of a two month period, student will use a coping strategy with one prompt during frustrating situations and return to the task for at least 10 minutes in classroom environments as measured by teacher data with 95% average success over 8 consecutive weeks with access to strategies.

Independent Coping / Returning to Task

• By the end of a two month period, student will independently use an appropriate strategy when presented with situations known to cause anxiety or frustration and return to task within 2 minutes across all settings as measured by staff documentation with 80% accuracy with access to coping tools.

Emotional Regulation IEP Goals

The focus of IEP goals for emotional regulation is on identifying and managing a student’s emotional states, such that they can react to distressing or triggering situations calmly and in a composed way.

Examples:

Identifying Emotional State

• By the end of a two month period, student will identify their current emotional state using a visual scale in classroom settings as measured by teacher observation and student check-ins with 4 out of 5 accuracy with access to visual supports.

Demonstrating Self-Regulation Strategies

• By the end of a two month period, student will demonstrate appropriate self-regulation strategies to return to a calm state in instructional environments as measured by staff observation with 80% accuracy with visual or verbal cues.

Recognizing Triggers & Using Strategies

• By the end of a two month period, student will recognize personal triggers for dysregulation and use a pre-taught strategy to manage their response in school settings as measured by behavior logs and staff reports with 4 out of 5 accuracy with access to strategy tools.

Calm Transitions

• By the end of a two month period, student will transition between activities calmly and independently in daily school routines as measured by observation with 4 out of 5 accuracy with no more than one prompt.

Managing Frustration Without Outbursts

• By the end of a two month period, student will refrain from physical or verbal outbursts and use a coping skill during frustration or anger in classroom situations as measured by staff observation with 80% accuracy with access to coping strategies.

Daily Self-Monitoring Participation

• By the end of a two month period, student will participate in a daily self-monitoring routine and reflect on their behavior with adult support in school settings as measured by teacher data with 4 out of 5 accuracy with structured monitoring tools.

Staying Engaged During Challenges

• By the end of a two month period, student will use positive self-talk or other regulation strategies to remain engaged and avoid escape behaviors during academic or social challenges as measured by teacher or counselor observation with 80% accuracy with access to regulation strategies.

Self-Control IEP Goals

The aim of self-control goals in IEPs is to help students develop impulse control and appropriate behavior in general.

Examples:

Body and Voice Self-Control

• By the end of a two month period, student will maintain appropriate personal space and use a classroom-appropriate voice level in classroom activities as measured by staff data collection with 80% accuracy during a 20-minute observation period with standard behavioral supports.

Impulse Control When Speaking

• By the end of a two month period, student will raise their hand and wait to be called on before speaking in class in instructional settings as measured by teacher observation and data tracking with 80% accuracy across 5 out of 5 trials with verbal modeling supports.

Refraining From Interruptions

• By the end of a two month period, student will refrain from interrupting peers or the teacher and wait for an appropriate time to speak during instructional activities as measured by staff documentation with 4 out of 5 accuracy with routine classroom prompts.

Self-Control During Group or Partner Tasks

• Within 60 days’ time, student will be able to use respectful language and tone, stay seated, and keep their hands to themselves during group activities. To be measured through teacher observation with 4 out of 5 accuracy with structured expectations.

Following Directions the First Time

• By the end of a two month period, student will follow adult directions the first time given in classroom settings as measured by staff observation with 80% accuracy with no more than one prompt.

Regulation During Frustration or Excitement

• By the end of a two month period, student will refrain from shouting or physical outbursts and use a taught strategy to stay regulated during emotional situations as measured by staff observation with 4 out of 5 accuracy with access to regulation tools.

Safe Hallway Transitions

• By the end of a two month period, student will walk safely in hallways and transition areas without touching walls, materials, or peers as measured by staff data with 4 out of 5 accuracy with visual and verbal reminders.

Controlling Impulsive Physical Behaviors

• By the end of a two month period, student will control impulsive physical behaviors in group settings in school environments as measured by teacher observation and behavior logs with 80% accuracy with access to social expectations supports.

Self-Monitoring IEP Goals

Self-monitoring goals in IEPs focus on helping students develop an ability to track and evaluate their own behavior.

Examples:

Daily Self-Monitoring Completion

• By the end of a two month period, student will complete a daily self-monitoring checklist related to behavior or task completion in school routines as measured by completed checklists and teacher review with 90% accuracy in 4 out of 5 school days with structured monitoring supports.

Assessing Classroom Expectations

• By the end of a two month period, student will independently assess whether classroom expectations were followed using a visual or written checklist in instructional settings as measured by teacher and student comparison logs with 4 out of 5 accuracy with access to a checklist.

Emotional State & Performance Rating

• By the end of a two month period, student will rate their emotional state and performance at the beginning, middle, and end of sessions in instructional or counseling contexts as measured by self-monitoring forms with 4 out of 5 accuracy with visual rating tools.

Tracking Target Behavior

• By the end of a two month period, student will track one target behavior using a self-monitoring chart in classroom environments as measured by teacher data with 80% accuracy across the period with access to goal-tracking tools.

Comparing Self-Monitoring to Teacher Ratings

• Within 60 days, student will begin to compare their self-monitoring scores to teacher ratings and reflect on differences in classroom check-ins as measured by comparison logs with 4 out of 5 accuracy with guided reflection supports.

Scheduled Self-Monitoring Check-Ins

• By the end of a two month period, student will independently check in at regular intervals and also record own behavior accurately, using a self-monitoring system in school routines. To be measured by staff data with 80% accuracy over 4 consecutive weeks with access to monitoring tools.

Weekly Goal Setting & Reflection

• By the end of a two month period, student will identify one behavior to improve each week and set a personal goal using a daily log in school settings as measured by student logs with 80% participation over 6 weeks with adult support for goal setting.

Behavior Reflection in Sessions

• By the end of a two month period, student will be able to verbally reflect on their own behavior, and identify a successful or unsuccessful strategy during weekly counseling or check-in sessions as measured by staff notes or journal entries with 4 out of 5 accuracy with guided prompts.

Identifying Expected vs. Unexpected Behavior

• By the end of a two month period, student will identify expected and unexpected behaviors and rate their own behavior using a self-monitoring tool in classroom situations as measured by comparison data with at least 80% agreement with teacher ratings with access to visuals.

Anxiety Level Self-Rating

• By the end of a two month period, student will identify their level of anxiety using a visual self-rating tool in instructional or counseling settings as measured by comparison to teacher observations with 80% accuracy with access to the self-rating tool.

IEP Goals for Addressing Aggression

Some students have aggressive tendencies and struggle to contain them, especially when faced with unexpected or frustrating situations. With the right goals, IEPs can help focus efforts on reducing or eliminating aggressive behaviors in such students.

Examples:

Refraining From Physical Aggression (4 Weeks)

• Within a timeframe of 60 days, student will begin to refrain from being physically aggressive across all school environments as measured by behavior event data and staff documentation with 100% accuracy for 4 consecutive weeks with access to behavioral supports.

Zero Incidents of Physical Aggression (8 Weeks)

• By the end of a two month period, student will demonstrate zero incidents of physical aggression across the entire school day in all settings as measured by special education behavior tracking data with 100% accuracy for 8 consecutive weeks with standard behavioral interventions.

Using Replacement Behaviors

• By the end of a two month period, student will use a pre-taught replacement behavior instead of aggression during frustration or anger in classroom and school environments as measured by staff documentation with 4 out of 5 accuracy with access to coping strategies.

Identifying Feelings & Requesting Support

• By the end of a two month period, student will be able to verbally identify feelings, request support or a break, before resorting to physical behaviors in triggering situations as measured by staff observation with 80% accuracy with visual or verbal prompts.

Using Calm-Down Routine or Space

• By the end of a two month period, student will use a designated calm-down routine or space to regulate emotions and avoid aggressive behavior in school settings as measured by behavior logs and staff observation with 4 out of 5 accuracy with access to the calm-down area.

Responding to Peer Conflict Without Aggression

• Within 60 days’ time, student will be able to react to conflict or frustrating situations with their peers using respectful words and/or coping strategies without physical aggression. To be measured by staff observation with 80% accuracy across a 4-week period with structured social supports.

Daily Behavior Check-Ins

• Within 60 days’ time, student will be able to participate in daily check-ins with a staff member to reflect on behavior and identify triggers or coping strategies in school routines. To be measured by check-in logs with 90% participation over 4 weeks, and with adult support.

Post-Incident Reflection

• By the end of a two month period, student will complete a behavior reflection form or verbal debrief after incidents or difficult situations in classroom or school environments as measured by staff documentation with 4 out of 5 accuracy with guided reflection supports.

Walking Away or Seeking Help Instead of Retaliation

• By the end of a two month period, student will walk away or seek adult help when provoked or upset instead of engaging in physical retaliation in school settings as measured by teacher observation and incident reports with 4 out of 5 accuracy with access to adult support.

Anxiety IEP Goals

Goals for anxiety focus on helping students to manage and cope with their anxiety.

Examples:

Identifying Anxiety Level & Choosing Strategies

• By the end of a two month period, student will identify their level of anxiety using a visual scale and select an appropriate coping strategy in classroom settings as measured by teacher observation and student check-ins with 4 out of 5 accuracy with access to visual supports.

Using Coping Strategies During Anxiety-Provoking Tasks

• By the end of a two month period, student will use a pre-taught coping strategy to remain engaged during anxiety-provoking tasks or situations in instructional environments as measured by staff observation with 80% accuracy with access to coping tools.

Advocating for Needs During Anxiety

• By the end of a two month period, student will advocate for their needs appropriately during moments of elevated anxiety in school settings as measured by staff documentation and student self-report with 4 out of 5 accuracy with communication supports.

Reflection During Check-Ins

• Within two months’ time, student will participate in daily or weekly check-ins to reflect on anxious thoughts or situations and review coping strategies used in counseling or classroom routines as measured by check-in logs with 90% consistency over 6 weeks with adult support.

Remaining in Class During Anxiety-Inducing Activities

• By the end of a two month period, student will remain in the classroom and complete assigned academic tasks during anxiety-inducing activities in instructional settings as measured by teacher observation and performance data with 4 out of 5 accuracy with accommodations and supports.

IEP Goals for Negative Comments and Gestures

These are goals focusing on reducing student tendencies towards negative verbal and nonverbal communication.

Examples:

Refraining From Negative Comments or Gestures

• Within two months, student will refrain from making negative comments or gestures toward peers or staff in school-day intervals as measured by staff observation and behavior data with 80% accuracy over a 4-week period with standard behavioral supports.

Using Replacement Strategies Instead of Negative Responses

• By the end of a two month period, student will use an appropriate replacement strategy when frustrated or upset instead of making negative verbal or nonverbal responses in school settings as measured by staff observation with 4 out of 5 accuracy with access to coping tools.

Respectful Communication (Language, Tone, Body Language)

• By the end of two months, student will use neutral or positive language, tone, and body language during classroom interactions as measured by teacher checklists and observation data with 80% accuracy with teacher modeling supports.

Self-Monitoring Negative Responses

• By the end of a two month period, student will recognize and self-monitor negative comments or gestures using a visual checklist or point sheet in classroom and social settings as measured by teacher data with a 50% reduction from baseline over an 8-week period with structured monitoring tools.

Choosing Appropriate Responses in Social Scenarios

• By the end of a two month period, student will choose an appropriate response during social scenarios or real-time conflict instead of using sarcasm, threats, or gestures in school environments as measured by teacher or counselor observation with 4 out of 5 accuracy with access to social strategies.

IEP Goals for Non-Compliance/ Following Directions

These are examples of goals that help focus the student’s efforts towards improving their compliance with instructions.

Examples:

Complying With Directions Promptly

• By the end of a two month period, student will be able to follow directions within 30 seconds, with no more than one prompt in the classroom. To be measured by teacher observation and behavior data with 80% accuracy with standard supports.

Following Multi-Step Directions

• By the end of a two month period, student will be able to follow 2–3 step directions accurately and independently across classroom settings, as measured by staff documentation with 4 out of 5 accuracy with instructional supports.

Beginning Non-Preferred Tasks Without Avoidance

• By the end of a two month period, student will be able to follow directives to begin non-preferred tasks without arguing, refusing, or engaging in avoidance behaviors in school environments as measured by staff data with 4 out of 5 accuracy over a 6-week period with structured expectations.

Responding to Redirection Appropriately

• By the end of a two month period, student will respond appropriately to adult redirection by following the instruction without protest in school settings as measured by staff data with 80% accuracy with verbal or visual cues.

Using Strategies Instead of Non-Compliance

• By the end of a two month period, student will use a pre-taught strategy when frustrated or overwhelmed by a directive instead of displaying non-compliant behavior in classroom activities as measured by staff observation with 4 out of 5 accuracy with access to coping strategies.

Compliance With Classroom Routines

• By the end of a two month period, student will comply with classroom routines and expectations with no more than one reminder during daily school activities as measured by teacher observation with 4 out of 5 accuracy with visual and verbal supports.

Transitioning as Directed

• Within 60 days’ time, student will be able to transition between tasks or settings as directed using a visual or written schedule in school environments. To be measured by staff documentation with 80% accuracy across a 4-week period with access to schedule supports.

Waiting and Transitions

• When given an identified transition, student will be able to follow independently without maladaptive behaviors, improving transitions from their baseline in 4 out of 5 consecutive opportunities on 3 consecutive data days. To be measured through staff observation, daily tasks, and data records.

Lining Up

• The student will work toward greater independence during school transitions. When lining up and moving with the class, the student will wait appropriately, follow directions, keep hands to self, and stay with the group. Success will be demonstrated in 4 out of 5 opportunities across 3 consecutive data collection days, improving from their baseline.

IEP Goals for Social/Emotional Problem Solving

Social situations can be quite troublesome for neurodivergent students but their IEPs can be tailored to them with goals that focus on developing skills to navigate social situations and resolve conflicts.

Examples:

Collaborating With Peers During Group or Partner Work

• By the end of a two month period, student will collaborate with peers by negotiating solutions, compromising, or asking clarifying questions during group or partner work as measured by teacher observation with 4 out of 5 accuracy over a 4-week period with structured group expectations.

Identifying Problems, Emotions, and Solutions

• By the end of a two month period, student will identify the problem, name their emotions, and generate at least two possible solutions when presented with real or hypothetical social conflict as measured by staff or counseling session data with 4 out of 5 accuracy with guided supports.

Using a Structured Problem-Solving Process

• By the end of a two month period, student will use a structured problem-solving process to respond to peer conflict or frustration in school settings as measured by teacher or counselor documentation with 4 out of 5 accuracy with access to problem-solving tools.

Recognizing Escalation & Using Calming Strategies

• By the end of a two month period, student will recognize when a problem is escalating and independently use a calming strategy to de-escalate during social interactions as measured by staff observation with 80% accuracy with access to calming strategies.

Selecting Appropriate Responses to Peer Challenges

• By the end of a two month period, student will select an appropriate response to peer-related challenges in classroom or social settings as measured by staff documentation with 4 out of 5 accuracy with access to social coping strategies.

Matching Problem Size to Proportional Responses

• By the end of a two month period, student will be able to identify the size of a problem and match it to a proportional emotional and behavioral response during counseling or social skills sessions as measured by staff data with 80% accuracy across 5 trials with visual supports.

Role-Play and Real-Life Social Problem-Solving

• Within two months’ time, student will be able to participate in role-plays or real-life scenarios to practice social problem-solving and demonstrate appropriate responses. To be measured by staff observation and skill tracking with 4 out of 5 accuracy with structured session supports.