Behavior/Skill Goals and Objectives

(Work on this with your cooperating teacher)

Childs Name: Timmy

Age in Years and Months: 3 years 6 months

Your Name: Liliana Charles

Location for Primary Goal Work: KinderCare

The GOAL is the overall accomplishment, while the OBJECTIVES are the steps one works on
toward a goal. For this course, you are to help a child achieve OBJECTIVES that help him or her
toward a bigger agreed upon GOAL. Teacher or parent input is always helpful and important in this
process. Please complete this form with the teacher or parent(s) if they are involved.
AFTER: Define the Behavior or Skill as you hope it will be at the end of the semester. What does
the teacher or family realistically hope the child will gain during the time you are able to spend with
him or her? State clearly how you envision that a video sample would look after the behavior or skill
has been achieved. Try to select a concrete, measurable skill or behavior so that at the end of the
semester, if you are asked Did you meet the objective? you will be able to say yes or no based
on documentation.
Define the Behavior or Skill:
Behavior: To be able to listen to direction that teacher is giving. Example: If the teacher pulls him
aside to talk to him about an unacceptable behavior, he will show that he is listening and
understanding what the teacher is saying
Inconsistent Child has gotten better at waiting and listening to what the teacher has to say. 6 times
out of 10 the child can do this.
Behavior: To be able to pick up toys in a timely manner. Example: When asked to pick up his area,
Timmy does so in a timely manner. Child has not accomplished this. After I realized how much time
was going to have to be put into working on other behaviors, I didnt spend as much time on this
goal.
Behavior: To be able to refrain from physical aggression towards the people around him.
Inconsistent however, I have seen a significant change in him. He has gotten a lot better at being
able to express his feelings with words rather than physical aggression. Still has a ways to go, but he
has gotten a great start.

BEFORE: Define the Behavior or Skill to be changed / acquired including information about how
the behavior or skill looks now, prior to any intervention or teaching for example, on a video
sample, how would an observer see the behavior or skill as it occurs (or doesnt occur) now? When,
where, how often, whats going on before/after the desired skill?)

Define the Behavior or Skill to be Changed / Acquired:

Behavior to be changed: Timmy ignores any direction from the teacher. When talked to about
mistaken behavior, Timmy ignores what is being said and screams/cries loudly. When asked to pick
up the materials, Timmy runs away and avoids doing it, or responds with a yelling no. When upset
at a classmate, Timmy hits, or pushes classmates. Timmy now can (inconsistently) wait and listen to
me will I am talking to him. There has been no change in picking up materials. Timmy has gotten a
ton better at not using physical aggression to express how he feels one of the biggest improvements
that I have seen in him.
List Objectives / Mini-Goals, or steps along the way to the goal, on which you will be working most
directly. Use the statement format listed below to help you and the child succeed. Remember to
state objectives positively what WILL the child do, rather than what the child will stop doing.
Sample:
Who (child) Will do What (action, object, condition) How well (evaluation)
Instead of John
will not hit his peers
daily when he wants their toys.
Say that
John
will ask his peers if he can play too
at least once a day when he wants their
toys.
List Goal and Realistic Objectives:
Who (child)
Will do What (action, object, condition)

How well (evaluation)

Timmy will sit still and make eye-contact with the teacher
Timmy is able to sit still and make eye-contact with the teacher still inconsistent, though.
Timmy will pick up his toys within 5 minutes of being asked with minimal assistance.
There is no improvement on this goal however, we didnt focus on this as much.
Timmy will use his words to express frustration with classmates.
Timmy has shown a huge improvement in this area.

What types of reinforcement will be used? What does the child like? How will you make it fun and
rewarding for the child to work toward and achieve this skill (even if s/he doesnt know the goal!)?
Timmy seems to respond well to certain incentives. He enjoys stickers, cars, and books/reading as
well as items that he can build with. Knowing the things that he enjoys and is interested in, I can use
these things to create games and incentives in order to make the tasks a fun and rewarding
experience. I can create sticker charts, include books about feelings, behaviors and certain
actions/tasks. I can bring in building equipment as a reward for good behavior, etc.

Write down specific steps you will take to support this learning process:
I will create games and incentives to best fit his interests, I will support this by explaining and
reminding him how they work. I will show encouragement and excitement at his success and I will be
patient and understanding for the times that he struggles. I will adapt/change activities that dont
seem to work as well and think of other ideas that could be fun and rewarding for Timmy. I want to
try to involve him and get his ideas to show him that he matters and that I value his thinking.

Write down steps others will take to support this learning process (Consistency is important). How
will you communicate that information?
I will create a list of the incentives and games along with the rules that go with them that I will share
with both the teacher and mother This way we can try to be as consistent as possible. Both teacher
and mother will try to support this learning process by sticking to the activities and incentive that I
have come up with. They will show and communicate their excitement to Timmy as he shows success.
Date:
Practicum Student Signature:
Co-Operating Teacher Signature: