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Writing Behavioral Objectives

Writing Behavioral Objectives. Goals must be written based on several factors:. Assessment data Observational data Projected rate of development Physical abilities Communicative abilities History of appropriate or inappropriate behaviors Level of social or interpersonal skills

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Writing Behavioral Objectives

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  1. Writing Behavioral Objectives MGW

  2. Goals must be written based on several factors: • Assessment data • Observational data • Projected rate of development • Physical abilities • Communicative abilities • History of appropriate or inappropriate behaviors • Level of social or interpersonal skills • Amount of instructional time available MGW

  3. Factors (continued) • Prerequisities necessary for performing the skill desired • Functional utility of the skills • Availability of specialized materials etc needed to perform these skills MGW

  4. Objectives • Four parts Conditions Name Behavior Criteria MGW

  5. Conditions • Antecedent events or stimuli • What you have to have • Conditions: • Materials • People • Setting • Events (before and after) • Time MGW

  6. Examples • Verbal requests • Written instructions • Demonstrations • Materials in the setting • Environmental setting • Manner of assistance • People MGW

  7. Name • This is VITAL!! • Individual • Behavioral goals and objectives were initially used to individualize instruction • Please do not use “TLW” or “the learner” MGW

  8. Behavior • Pinpoint the behavior • Use a series of questions • Narrow the range of actions • What does he do? • What do you want him to do? • What do you want to avoid? • Give an example? • Are the prerequisite skills in place? • Can she perform some of the steps of the task? • How is she off task? MGW

  9. Are you concerned about the number of times or the length of time the behavior occurs? • What else is the student doing concurrently? • What does an error analysis show? • Is this objective appropriate? MGW

  10. Must be measurable because • Ensures the teacher is consistently observing the same behavior • Tally of occurrence of the same behavior allows for comparisons and accurate reflections on progress or non progress • Statement of the target behavior must be understood by a third party so the observed change is verified • Continuity of instruction is facilitated MGW

  11. Therefore: • Wording must allow for verifiable confirmation • Interpretation of behavior at a minimum • Verbs used in writing must allow of observation, measuring, and repeating MGW

  12. To cover with a card To mark To underline To repeat orally To write To shade To fill in To remove To draw To point to To walk To count orally To put on To number To label To circle To cross out To say To read orally To name To state Directly Observable MGW

  13. To identify in writing To match To arrange To play To choose To give To use To total To measure To demonstrate To see To check To finish To comply To reject To regroup To average To utilize To use To convert Ambigous action verbs MGW

  14. To distinguish To conclude To develop To concentrate To generate To think critically To be aware To infer To be curious To solve To test To create To learn To discover To know To read To understand To appreciate Action Verbs not Directly Observable MGW

  15. IBSO • Is this behavior specific and observable? • Three questions define the response: MGW

  16. Part 1. • Can you count the number of times the behavior occurs? • Can you count the number of minutes it take the student to perform the behavior? MGW

  17. Part 2 • Will a stranger know exactly what to look for when you tell the target behavior you are planning to modify? MGW

  18. Part 3 • Can you break down the target behavior into smaller components each of which is more specific and more measurable than the original target behavior? MGW

  19. Criteria for acceptable performance • Acquisition • Accuracy • Frequency • Duration • Latency MGW

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