Self-Regulation & Self-Advocacy IEP Goals

Given a challenging task or situation, _____ will [follow a help seeking procedure of first trying to solve it on their own and then asking for peer or adult support; appropriately seek teachers’ help and explain why it is needed; attempt the challenging task before seeking help] 3 of 4 times as measured by student self report and teacher observations.

Need a printable pdf of socio-emotional goals with baseline and present levels tips and modification ideas? Check out the socioemotional goal bank in the store! Now also part of the IEP Success Kit Mega Bundle, with academic goals and assessments!

Given [a social story; pre-teaching; reminders to use taught strategies], when _____ feels that a situation or rule is unfair or that s/he has been wronged, will appropriately voice their concerns and questions with staff 80% of the time as measured by teacher records and observations.

When asked, ___ will accurately describe at least X academic or social strengths and challenges and identify that least X learning strategies or accommodations that benefit him/her as measured by teacher records and observations.

___ will identify when they need an accommodation, modification, or support and will, given X adult prompts/ independently ask for it when needed in the classroom on two of three opportunities as measured by teacher records and observations.

____ will demonstrate an understanding of their learning strengths, challenges, and disabilities and advocate on his/her own behalf by communicating that knowledge to at least one school staff member not on their IEP team.

• Many of the interventions for self-advocacy are focused on fading—decreasing levels of adult support until the student can do it on their own. Students often need a lot of modeling and support when learning the skills but then can take them on more on their own. You can use contracts for this as a way to remind both you and the student to check in on self-advocacy, but often this is something that students are pretty motivated for!
• For more intervention ideas, check out the socioemotional goal bank in the store!

Given [visual and verbal prompts; a visual self-rating scale] ____ will [identify their current emotions; identify their level of anxiety/frustration/anger/stress] on three of four opportunities as measured by teacher records and observations

Need a printable pdf of socio-emotional goals with baseline and present levels tips and modification ideas? Check out the socioemotional goal bank in the store! Now also part of the IEP Success Kit Mega Bundle, with academic goals and assessments!

When in a calm state, ____ will demonstrate at least X [self-regulation, anxiety reduction, stress reduction, self-calming] techniques that are helpful to him/her when upset and give at least X examples of a situation or condition that might cause him/her to need the technique on three of four trials as measured by teacher records. 

When ____ becomes [upset, anxious, stressed, angry] s/he will, with X or fewer prompts: 1) identify the emotion; 2) select a pre-taught self-regulation strategy; 3) implement the strategy; and 4) rejoin the group within X minutes  [on at least X occasions; 75% of the time] as measured by student self report and teacher records.

• Some of the interventions I have used and liked are: mindfulness (CARE and Mindful Schools are the two I have worked with, but there are lots of good curriculums out there); zones of regulation (from an OT who gave me all the materials); and the incredible five point scale. I recommend a full program, maybe paired with a social story, over a piecemeal approach.
• For more intervention ideas, check out the socioemotional goal bank in the store!