Types of Behavior Goals
There are three main types of behavior goals: increase general positive behavior, decrease challenging behavior, use of a replacement behavior. These goals can be included in an IEP in a variety of ways to best support the student's needs.
Type 1: Increase in General Positive Behavior
General positive behaviors are behaviors desirable in educational, vocational, and/or community environments, which increase the student's quality of life, access to the least restrictive environment and their education, support post-secondary vocational work, etc.
Examples include (but are not limited to): increased work completion, social interaction (e.g., game playing, conversations, etc.), self-advocacy, increased physical activity, decreased amount of time to begin work after given direction, ability to work independently, etc.
Type 2: Use of Replacement Behavior
When a challenging behavior is identified to be targeted to be eliminated or decreased, a functionally equivalent replacement behavior (FERB) must be identified. Without a FERB, it is unreasonable and unethical to attempt to decrease the challenging behavior, as the student currently has no other way to have their needs met. Development of an IEP goal allows for progress monitoring of the use of the FERB and eventually, generalization.
Type 3: Decrease in Challenging Behavior
When a challenging behavior is targeted for decrease and monitored through an IEP goal, a replacement behavior must also be identified (see Use of Replacement Behavior, above). Monitoring of both areas using IEP goals ensures that there is a decrease of challenging behavior as well as an increase in positive, desired behavior.
When to Use Different Types of Goals:
The types of goals described above can be used flexibly to support a student's behavioral needs. For example, the IEP team may determine they do not need to address the behavioral needs through a BIP, rather, they may address the student's need by only including behavior goals within the IEP. However, if a student does have a BIP attached to their IEP, best practice states that goals in all three areas be developed to appropriately monitor the student's progress.
When a student has a BIP: |
When addressing behavioral needs only through an IEP: |
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Best practice is to write goals in all three areas:
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