In order to increase positive interactions with peers and increase his understanding of how his actions affect others, Student will verbalize how his negative reactions affects others and by stating positive alternatives to his behavior 50% of the time he has emotional outbursts as measured by staff and student reports.
In order to increase her confidence to choose partners in classes, Student will initiate an interaction with a peer such as a conversation, game, or project for at least 10 minutes in a structured social setting 3 of 5 trials as measured by teacher collected observation data.
In order to increase her confidence to choose partners in classes Student will identify 2 peers per class she would like to get to know and initiate a greeting with adult support as measured by teacher collected observation data.
Student will initiate social conversation or interaction with peers across various settings at least 3 times per week as measured by teacher observation.
Student will increase her age appropriate social skills in a small academic group setting by asking a peer a question related to the topic 3 of 5 days a week as measured by teacher collected observation data.
Student will continue to decrease his emotional outbursts by utilizing proactive strategies to calm himself down as measured by no more than 1 emotional outburst per month each quarter from staff reporting.
Given a structured setting, Student will accurately identify feelings and appropriate coping strategies with an adult when presented with real or imagined situations with 80% accuracy 2 of 3 trials as measured by special education or counselor collected data.
Student will be able to talk about school routines and schedules with an adult without becoming anxious 75% of the time as measured by educator and/or parent report.
Student will continue to demonstrate an increase in his coping skills and positive connections to adults and peers by admitting mistakes or taking responsibility for his actions at least 75% of the time as measured by staff and student reports
In order to increase his ability to advocate for his needs using appropriate verbal communication and decrease disruptive behaviors, Student will request help, a break, or a meeting with an adult to reduce the number of discipline referrals to an average of 1 per month each quarter (50% decrease) as measured by special education collected data, student report and teacher reports.
Given the use of positive behavior supports and clear expectations, Student will have no major office referrals and no more than an average of one referral per month as measured by teacher collected data.
Given a non-verbal cue from the adult in classrooms, Student will reduce inappropriate behaviors (picking at nose or feet, shaking hair) from 75% of the time to 25% of the time or less with no more than 2 prompts as measured by teacher observation data.