Behavioral objectives

Knowledge, comprehension, analysis, application, synthesis, evaluation

Knowledge, comprehension, application, analysis, synthesis, evaluation

Knowledge, comprehension, application, analysis, evaluation, synthesis

Acquisition, fluency, maintenance, overlearning, generalization

Acquisition, fluency, overlearning maintenance, generaliztion

Acquisition, fluency, maintenance, generalization, overlearning

The learner

The target behavior

The conditions of intervention

The educational goals

The criteria for acceptable performance

The team working with the student

Cognitive

Motor

Communication

Academic

Self-help

Life-skills

Vocational

Adaptive behavior

Maladaptive behavior

Social

Improve communication between teachers, parents, students, and the school

Rationale for IEP

Inform students of expectations

Clearly state instructional target to better inform materials and instruction

Improve evaluation and instruction

Match reinforcement schedules to interventions

The teacher has identified and described a discrepancy between current functioning and expected levels, the teacher states the performance criterion and records ongoing progress, then ongoing evaluation of the intervention procedures becomes possible

By enabling teachers to measure the change in behavior from baseline to intervention

They provide a means for team members to evaluate the performance of teachers as they deliver the intervention

Deciding which behavior needs to be changed and why

Specifying in measurable terms, observable terms a behavior targeted for change by gathering data about the behavior and it's occurrences

A description of the behavior before any data gathering

Objectives are the indicators for successful implementation Goals are the desired outcomes for the student

Objectives are long term objectives and are statements of annual programme intent Goals are short term or instructional objectives and are statements of actual instructional intent.

Objectives are short term or instructional objectives and are statements of actual instructional intent. Goals are long term objectives and are statements of annual programme intent

The extent that the student will be able to participate in general education programmes and modifications necessary

The students most recent academic results

appropriate objective criteria and evaluation procedures and schedules for determining whether short term instructional objectives are being achieved

A statement of the students present levels of educational performance

A statement of intent to modify behavior

A statement of the specific special education and related services to be provided to the student

Projected family outcomes for interventions

Appropriate materials to be used in instruction

Projected dates for initiation of services and the anticipated duration of the services

A statement of measurable annual goals for students with mild disabilities or a statement of annual goals and short term instructional objectives for students with more severe disabilities

Reinforcment, timing, instruction

Response to intervention

Ready to intervene

Tier 1: School, grade, classwide practices acknowledged as basic to good instruction and behavior management

Tier 1: Strategies to deal with low level disruption and individual students who are consistently unsettled and off task

Tier 2: Practices aimed at moderately defiant, resistant, or challenging behaviour

Tier 2: Targeted practices such as small group work for students having difficulty, social skills training, and self-management strategies

Tier 3: Provided by special ed professionals and are highly individualised, provide extensive report, and are sustained over longer periods of time

Tier 3: Practices aimed at addressing aggressive behavior and managing classroom safety