What are some Adaptive IEP Goals for Classroom Routines?

Improve Classroom Behavior with Classroom Routines

Any seasoned teacher can tell you that establishing clear and consistent classroom routines is the KEY to a class running smoothly! Some of our kids need extra help to master this! These adaptive IEP goals and suggestions may help you create this peaceful, organized, and effective classroom setting for ALL your students!

The adaptive IEP goals and programs listed here contain lots of materials you might find helpful when teaching adaptive skills to your child or student. Whether you are a parent, a special education teacher, an Occupational Therapist, or a BCBA working on the ABLLS-R® assessment, I hope this helps!

IEP goal written with SMART framework. Objectives broken down for you! If you want editable programs, check out these.
Data collection set up with paper data PLUS Google™ Sheets data which will even graph the results for you.
Task analysis for each skill all prepared for you.
Teacher and student reference cards. You can use these as visual prompts and support.
Visuals reinforcement and other prompts like token boards, coloring pages, practice activities, and completion certificates.

Daily Routines

Setting up a classroom with routines that are consistent help students know what to expect and help them build independence in your classroom. The more THEY do, the less YOU have to do! And you can focus your energies on the teaching of skills!

One of the Adaptive IEP goals is Daily Routines: When given a verbal or environmental cue to do a school daily routine (e.g., morning routine, get ready for recess, wash hands), STUDENT will complete the routine improving following routines from BASELINE to independently completing a routine of at least 5 steps in 4 out of 5 opportunities across five consecutive data days as measured by staff observation, daily tasks, and data records. STUDENT will also be able to follow at least 5 different daily routines.

Waiting and Transitioning

This is HUGE one, isn't it!?! If you've worked in ANY early childhood program from special education to preschool to Kindergarten, you know that transitions are a common issue! Gotta love those little rascals. The more organized and consistent you can be with transitions, the sooner you'll have the envy of every other teacher as you walk down the hall in peaceful bliss!

One of the Adaptive IEP goals is Waiting and Transitions: When given an identified transition, STUDENT will transition independently without maladaptive behaviors improving transitions from BASELINE to independently in 4 out of 5 consecutive opportunities on three consecutive data days as measured by staff observation, daily tasks, and data records.

Lining Up

Building on Waiting and Transitions, now we work on organized and consistent lining up behavior! I've seen lots of great ideas for lining up from using music to assigned spots on the floor to pretending to be a “train” and wonderful chants! I love them all! Whatever works for your classroom and your kiddos is THE right way!

One of the Adaptive IEP goals is Lining Up: When given a transition where students are moving in a line, STUDENT will join the line and wait and move with expected behaviors (e.g., facing front, space given between students, hands to self, quiet mouth, walking feet, following directions, waits and moves with group) improving classroom routines from BASELINE to independently waiting for at least 3 minutes and moving with the group in 4 out of 5 consecutive opportunities across 3 data collection days as measured by staff observation, daily tasks, and data records.

Works Independently

Sometimes you need students to work on their own for a while. I mean, how would we ever get to the other students if they ALL needed our attention at all times? But it can be a serious struggle for some students. So teaching them from even the youngest age to spend even a small amount of time staying busy, making choices, selecting materials, playing or working, and cleaning up, well, that's priceless!

One of the Adaptive IEP goals is Independent Work: When given an instruction to begin and complete a task and then put the materials away, STUDENT will independently follow the instructions for a familiar routine/task improving independent work from BASELINE to completing the task independently in 4 out of 5 consecutive opportunities across 5 data collection days as measured by staff observation, daily tasks, and data records.