Behavior. Accepting feedback. Self- Control/Anger. Goal

Transcription

1 Accepting feedback Behavior will demonstrate improvement in the skill Accepting Feedback and Decisions of Authority from consistently arguing, negotiating or ignoring to listening calmly to the adult, verbalizing his point of view appropriately and accepting adults decisions in all academic and social interactions with a low level of assistance/adult intervention (e.g. verbal redirection, modeling, practicing skill, etc.). : Through direct teaching, role-playing and practiced modeling, will verbally identify the behaviors needed to demonstrate the skill of Accepting Feedback and Decisions of Authority appropriately with 80% accuracy as measured by daily logs Given a verbal reminder or redirection to show the skill of Accepting Feedback and Decisions of Authority, will listen to the adult until they are finished, then either ask to explain their view or accept the adult's decision without the need for intervention in 80% of situations as measured by teacher logs When assigned consequences or a restitution plan as a result of a poor behavioral choice, will accept the consequence or plan 80% of the time without arguing or redirecting as measured by behavioral logs will accept corrective feedback or decisions from all adult authority figures in the school environment in 80% of situations presented as measured by behavioral logs Self- Control/Anger will increase compliance of established guidelines and authoritative directions from noncompliance to complying with guidelines and directions 90% of the time. : Given an authoritative direction, will comply with the direction the first time, 90% of the time during the duration of this IEP as recorded by special education teacher, staff logs, or random observations When encountering challenging or irritating situations with peers or teachers, will demonstrate behavior that is appropriate to the school setting, having no more than 2 out of 5 incidences requiring adult intervention during the duration of this IEP as recorded by special education teacher, staff logs, or random observations

2 will increase behavioral self-control from not maintaining verbal and physical control when angry to doing so with a minimal level of verbal assistance. : When assigned daily tasks requiring wait time, will maintain verbal and physical selfcontrol through completion of assigned tasks at least % of the time as measured by behavioral logs. During daily activities, will maintain verbal and physical control at least 4 of 5 days over a ten week period as measured by data collected from staff and behavioral logs. During daily activities, will maintain appropriate social physical boundaries with peers and staff at least 4 of 5 days over a week period as measured by data collected from staff and behavioral logs by. When asked to work cooperatively with another peer or program adult, will be able to interact with that person using socially appropriate verbal and non-verbal communication skills through task completion % of the time as measured by data collected from staff and behavioral logs The student will demonstrate improvement in handling anger within the classroom from struggling at times to avoid conflict with peers to maintaining physical and verbal control all the time with minimal level of assistance or adult intervention. : Given a verbal reminder or redirection, the student will respond by remaining calm and verbalizing a plan to remain safe without the need for further intervention at least 90% of the time as measured by behavioral logs In social situations, David will use the skill of Handling Anger to verbalize feelings, resolve conflicts or choose safe alternatives without the need for direct adult intervention at least 90% of the situations presented as measured by behavioral logs On Task will demonstrate the skill of ignoring distractions, correcting mistakes and reducing frustrations in all academic and social interaction tasks from needing frequent redirection each work period to needing a minimal level of assistance.

3 : When presented with internal or external distractions, will attempt to remain on task by ignoring the distractions, asking for adult assistance, or moving to another area in at least 80% of opportunities presented as measured by daily logs will consistently complete at least 80% of daily assigned work tasks within the allotted time allowed over a two-week period as measured by teacher logs When asked to review and correct mistakes on assigned work, will continue to use the skill of being on task and follow through with corrections at least 80% of the time as measured by teacher logs When requires separation from the learning environment due to escalation resulting from frustration related to off-task behaviors, will be able to verbalize and demonstrate the skill steps to Being On Task without further behavioral escalation at least 100% of the time will increase the ability to complete assignments in a timely manner from not immediately starting, completing, and turning in assignments, to starting, completing and turning in assignments. : Following instruction, will begin an assigned task within 1 minute or raise a hand for assistance for 4 or 5 opportunities over a class period, as measured by data collected from staff logs, random observations When given an assigned task, will independently complete it within the allotted time frame for 4 of 5 opportunities over a class period as measured by data collected from staff logs, random observations will turn in an assigned task that has been completed in class upon task completion or when asked to do so for 4 of 5 opportunities as measured by data collected from staff logs, random observations When a task is assigned as homework, will pace the work, complete it and turn it in 4 out of 5 opportunities as measured by data collected from staff logs, random observations will decrease the number of staff prompts given to remind him/her to attend to his task from a current level of per day, to or less per day.

4 : When given an assignment, will increase on task behaviors requiring or less staff prompts to stay on task as measured by point sheets and grades When given an assignment, will increase on task behaviors requiring or less staff prompts to stay on task as measured by point sheets and grades will demonstrate increase on-task behaviors from shutting down, and putting head down to asking for assistance when she is confused about expectations 95% of the time. : will increase on-task behavior from being off task (putting head down/shutting down) to being on-task 4 out of the 5 opportunities as measured by teacher observation When is confused about expectations she will ask for teacher assistance 4 out of 5 opportunities as measured by teacher observation The student will demonstrate the skill of being on task by having materials accessible and ready, understanding expectations and working through task completion in all academic tasks from doing so 20% or less to successfully doing so 50% of the time as observed by classroom teacher and completion of task. When redirected to demonstrate the skill of Being on Task, will respond by being in the assigned areas, getting out appropriate materials, and working through completion without resistance or further reminders at least 50% of the time as measured by daily logs and teacher observation Upon completion of instruction, will get out appropriate materials and begin assigned tasks within five minutes without redirection/reminders at least 50% of the time will increase the ability to read/understand social cues and thus complete assignments in a timely manner from currently needing multiple adult prompts to a level of starting, completing and turning in assignments with a minimal level of assistance. Following instruction, the student will read social cues, ask for clarification if needed and then begin an assigned task within 1 minute or raise a hand for further assistance for 4 or 5

5 opportunities as measured by data collected from staff logs, random observations When given an assigned task, no more than two adult prompts per task, will independently complete it within the allotted time frame for 4 of 5 opportunities as measured by data collected from staff logs, random observations The student will turn in an assigned task that has been completed in class upon task completion or when asked to do so for 4 of 5 opportunities over a four week period, as measured by data collected from staff logs, random observations When a task is assigned as homework will pace the work, complete it and turn it in within expected time guidelines, 4/5 trials, as measured by data collected from staff logs, random observations Peer Interactions/Social Skills will demonstrate improvement in the skill of Respectful Peer Interactions from initiating teasing, put downs and inappropriate conversation to using polite communication skills and cooperative social communication. When complimented or praised during a social conversation, will acknowledge the comment by saying "thank-you" and/or smiling for 4 of 5 opportunities as measured by data collected from staff logs, and teacher observations When a communicative partner has contributed to a social conversation, will give him/her an appropriate compliment/praise 4 of 5 opportunities over a one week period as measured by data collected from staff logs and teacher observations When a communicative partner has given non-verbal cues that they have stopped listening during a social conversation, will stop talking for 4 of 5 opportunities over a one week period as measured by data collected from staff logs and teacher observations When engaged in a social conversation, will listen to another's comments or opinions without obscenities, put downs, sexual remarks, or gang talk for 4 of 5 opportunities over a one week period as measured by data collected from staff logs and teacher observations

6 will improve social interaction and conflict resolution skills, moving from a level of peer/staff difficulties occurring several times per week to no more than 1 per month. Across school and community settings, will accept feedback from peers and/or staff without anger or inappropriate comments, in at least 9 out of 10 opportunities presented as measured by staff observation In 9 out of 10 opportunities, will resolve conflict peacefully with those involved by discussing feelings appropriately, acknowledging his/her own part in such conflicts, and by suggesting options and strategies, as measured by staff observation When frustrated or angered by a situation with peers or adults, and as an alternative to verbal outbursts, will ignore the upsetting behavior or will physically distance him/herself from these situations, in at least 9 out of 10 episodes, as measured by staff observations Following Directions/Compliance Given the behavioral expectations of the classroom, needs to increase his skills in the area of compliance, going from his present level of % of the time to % of the time. : will increase his ability and willingness to follow all general classroom expectations as posted in the classroom, going from his present level of % of the time to % of the time as monitored by school staff When upset about a directive or a situation in class, will react responsibly with positive, pro-social behaviors, going from his present level of % of the time to % of the time as monitored by school staff will demonstrate improvement in following instructions from adults by doing what is asked of her without argument, avoidance or resistant behavior from needing multiple adult reminders and prompts to a level of increased independence. When redirected to follow adult directives, will respond without argument, resistance or further behavioral escalation at least % of the time as measured by random observation and daily behavioral logs When confused about an academic instruction or social expectation, will seek clarification by raising her hand and talking with an adult using a calm voice to ask for help with no more

7 than one verbal prompt at least % of the time as measured by behavioral logs When becomes upset or frustrated she will be able to remove herself from the immediate environment to a pre-determined location with minimal adult prompting and without verbal escalation at least % of the time as measured by behavioral logs will increase his level of cooperation from a level of sometimes cooperating with staff direction and classroom expectations to a level of often cooperating with directions and classroom expectations. When provided with direct instruction, role modeling, and practice in the area of being on task, will improve his ability to remain on task from % of the time to % of the time in daily activities as measured by staff observations and behavior logs When provided with direct instruction, role modeling and practice in the area of participation, will improve in his ability to participate from % to % of the time as measured by staff observations and behavior logs Boundaries will decrease the amount of staff prompts given in order for him to maintain proper physical and verbal boundaries with peers and adults from an average of staff prompts to an average of staff prompts. will decrease staff prompts needed to maintain staying in personal space and not touching peers to 1 per day or less measured by staff logs will decrease staff prompts needed to remind him to respond appropriately to peers and adults to 1 per day or less measured by staff logs Listening will increase the ability to use effective listening skills from a listening comprehension at his current instructional level to orienting, attending, and establishing interaction with a moderate level of assistance by.

8 When listening to a peer or adult, will look in the direction of the person to whom he is listening in 4 of 5 opportunities over a 2 week period, as measured by data collected from staff logs, random observations When listening to a peer or adult, will demonstrate active listening skills by establishing eye contact, nodding head making comments in 4 of 5 opportunities over a 2 week period, as measured by data collected from staff logs, random observations When listening to a peer or adult, will ask clarifying questions or ask for help regarding content they do not understand in 4 out of 5 opportunities over a 2 week period, as measured by data collected from staff logs, random observations When listening to a peer or adult, will demonstrate understanding of non-verbal communication cues by appropriate response (ex: looking where speaker points, etc.) in 4 of 5 opportunities over a 2 week period, as measured by data collected from staff logs, random observations When listening to a peer or adult, the will demonstrate understanding of content by repeating, summarizing or note taking the key points, in 4 of 5 opportunities over a 2 week period, as measured by data collected from staff logs, random observations