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INSTRUCTIONAL GOALS AND OBJECTIVES:

LEARNING ACTIVITIES

Wes Williams
Special Education Program
499B Waterman Building
University of Vermont
Burlington, VT 05405

January 2004

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INSTRUCTIONAL GOALS AND OBJECTIVES:
LEARNING ACTIVITIES
Wes Williams
Special Education Program
499B Waterman Building
University of Vermont
Burlington, VT 05405

TABLE OF CONTENTS
Page
SECTION I – INSTRUCTIONAL GOALS………………………. 4
BASIC REQUIREMENTS OF INSTRUCTIONAL GOALS………………………….... 4
What Are Instructional Goals?……………………………………………………. 4
What Is The Difference Between A Goal And An Objective? ……………… 4
What Are the Basic Requirements of Instructional Goals? ……………….. 5
What Are Directly Observable Behaviors?………………………………….. 5
Why Defining Behavior In Directly Observable Terms Is Beneficial…… 6
Exercise 1 - Which Statements Represent Directly Observable
Behaviors? …………………………………………………………………………… 7
SPECIFY THE CONTEXT IN WHICH THE BEHAVIOR IS TO OCCUR TO MAKE
THE BEHAVIOR FUNCTIONAL…………………………………………………………. 9
Exercise 2 - Rewrite The Goals To Include The Functional Contexts In
Which The Behaviors Should Be Taught/ Practiced…………………………. 10
COMMON PROBLEMS WITH GOALS…………………………………………………. 11
Exercise 3 - Goal Critique…………………………………………………………. 12
Exercise 4 - Practice Writing Goals…………………………………………… 13
SECTION II – INSTRUCTIONAL OBJECTIVES. …….…….…… 14
INSTRUCTIONAL OBJECTIVES: CONDITIONS, BEHAVIOR AND CRITERION.. 14
Example Goals And Instructional Objectives…….…….…….…….…….… 14
How to Complete Exercises 5 - 9…….…….…….…….…….……….…….… 15
Exercise 5 - Practice Writing The Conditions Section Of Instructional
Objectives…………………………………………………………………………… 16
Exercise 6 - Practice Writing The Behavior Section Of Instructional
Objectives…………………………………………………………………………… 17
Exercise 7 - Practice Writing The Criterion Section Of Instructional
Objectives…………………………………………………………………………… 18
Exercise 8 - Practice Writing The Conditions And Criterion Sections
Of Instructional Objectives ……………………………………………………… 19
Exercise 9 - Practice Writing The Conditions, Behavior And Criterion

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Sections Of Instructional Objectives ………………………………………… 20

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SECTION III – SHORT-TERM OBJECTIVES…………………….
21
A FRAMEWORK FOR WRITING SHORT-TERM OBJECTIVES………………….…
21
CURRICULUM-BASED SHORT TERM
OBJECTIVE…………………………………. 22
Time Telling Short-Term Objectives Example ……………………………… 23
Time Telling Benchmarks Example …………………………………..……….. 24
Exercise 10 - Practice Writing Short term Objectives and Benchmarks..

25
CREATING SHORT-TERM OBJECTIVES BY CHANGING CONDITIONS,
BEHAVIOR OR CRITERIA…………………………………..………..…………………
27
Exercise 11 - Practice Changing Conditions To Write Short-Term
Objectives ……………………………………………………………….................
29
Exercise 12 - Practice Changing Behavior To Write Short-Term Objective
…………………………………………………………….................…
31
Exercise 13 - Practice Changing Criterion To Write Short-Term Objectives
..……………………………………………………………….............. 33
EXERCISE ANSWERS……………………………………………………………………
33
Exercise 1 - Which Statements Represent Directly Observable
Behaviors………………………………………………………………… 34
Exercise 2 - Rewrite The Goals To Include The Context………………………... 35
Exercise 3 - Goal Critique………………………………………………………..…….
35
Exercise 5 - Practice Writing The Conditions Section Of Instructional
Objectives………………………………………………………………...
Exercise 6 - Practice Writing The Behavior Section Of Instructional 36
Objectives……………………………………………………………..….
Exercise 7 - Practice Writing The Criterion Section Of Instructional 36
Objectives……………………………………………………………..….
Exercise 8 - Practice Writing The Conditions And Criterion Sections Of 37
Instructional Objectives………………………………………………..
Exercise 9 - Practice Writing The Conditions, Behavior And Criterion 38
Sections Of Instructional Objectives ………………………………
Exercise 10 - Practice Writing Curriculum- Based Short-term Objectives and 39
Benchmarks ………………………………………………………
Exercise 11 - Practice Changing Conditions To Write Short-Term Objectives 40
………………………………………………………….…… 41
Exercise 12 - Practice Changing Behavior To Write Short-Term Objectives..
43
Exercise 13 - Practice Changing Criterion To Write Short-Term Objectives..
44
References……………………………………………………………..………………….

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INSTRUCTIONAL GOALS AND OBJECTIVES:
LEARNING ACTIVITIES
Instructional goals and objectives are vital components of educational planning that describe what
students will learn or be able to do after instruction. Because goals and objectives specify what
will be taught and assessed, it is essential that they be written in a manner that makes their
meaning clear to students, parents and educators. Learning to write goals and objectives that can
be readily understood and are not open to a variety of interpretations requires practice. The
purpose of this manual is to provide guidance on how to write goals and objectives and practice
in writing them.

The guide is divided into three sections: a) instructional goals; b) instructional objectives; and c)
short-term objectives.

• The instructional goal section addresses writing observable and measurable goals.

• The focus of the instructional objective section is on writing objectives that clearly
delineate the behavior to be taught, the conditions under which the behavior is to be
performed, and the performance criteria.

• In the short-term objectives section a framework is presented for using the scope and
sequence of curricula and changing the conditions, behavior and/ or criteria of
instructional objectives in small steps to derive short-term objectives.

SECTION I – INSTRUCTIONAL GOALS


BASIC REQUIREMENTS OF INSTRUCTIONAL GOALS

What are Instructional Goals?

Instructional goals describe what behavior students will learn or be able to do after instruction and
indicate the context in which the behavior is to occur.

Example Goals

Will count out money amounts of up to a dollar when purchasing items in a variety of stores

Will initiate and respond to initiations for social interactions in a variety of school activities

Will accurately spell words in a variety of school assignments

Will orally retell reading stories across reading assignments

What Is the Difference Between A Goal And An Objective?

When developing instructional programs a first step is to designate instructional goals. Once
instructional goals are selected one or more objectives are developed to assess progress towards
each goal. The goal and the objectives used to assess progress towards it have the same
behavioral outcome. However, as illustrated in the example below, because objectives are the
basis for assessing student performance on goals they specify in more detail the conditions under
which the behavior is to occur and the acceptable criterion.

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Goal - Will point to pictures on a pictorial activity schedule to transition between activities at
school

Objective
CONDITIONS BEHAVIOR CRITERION
Given a pictorial schedule of the student will point to the correctly and independently, in a
major school activities, at the end picture of the next activity and go reasonable period of time as
of each activity to the activity judged by the teacher, for each
activity, for 4 out of 5 days

The difference between goals and objectives is that goals are short and clear way to say what the
student will learn uncluttered by all the information that can be in objectives.

What Are the Basic Requirements of Instructional Goals?

Instructional goals have three basic requirements.

1. Instructional goals should be measurable; that is, describe the behavior the student is to
perform in directly observable terms.

2. Instructional goals should indicate what the student can reasonably accomplish.

3. Instructional goals should specify the context in which the behavior is to occur to make
the behavior functional.

What Are Directly Observable Behaviors?

Defining behaviors in directly observable terms involves describing behaviors in terms of actions that can
be seen or are "point-at-able". For a behavior to be considered directly observable students, teachers
and parents should be able to see/ point-at the behavior and readily agree on its occurrence or non-
occurrence. Examples of directly observable behaviors include label, state, mark, and write. Examples
of action terms that do not indicate directly observable behaviors are understand, appreciate, participate
and use. Other examples of directly observable and not directly observable action terms are listed below

Directly Observable Not Directly Observable


To Read Orally To Distinguish
To Shade To Develop
To Say To Recognize
To Point To To Be Aware
To Remove To Become Competent
To Retell Orally To Feel

Goals that consist of directly observable behavior make it clear to students what is expected of them and
makes it easier for educators to assess performance and develop interventions. Instructional goals
provide no useful function if the behaviors students must perform are not crystal clear to students, parents
and teachers.

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Action terms that do not refer to directly observable behavior need to be translated into directly
observable behaviors when they are used in goal statements. For example, the terms demonstrates
organizational skills and comprehends reading do not refer to directly observable behaviors but as
illustrated below can be translated into directly observable behaviors.

Not Directly Observable Term Example Directly Observable Point-at-Able Actions

Organizational Skills Takes home materials for homework, stores study


material after use and completes assignments on time

Comprehends Reading Answers who, what, why and where questions or tells
main points and events in sequence

Why Defining Behavior In Directly Observable Terms Is Beneficial

1. Goals with directly observable behaviors clearly communicate to students, parents and
teachers what outcomes are expected. There is less chance of misinterpretation and confusion.

2. It is simpler to develop interventions. For example, it is easier to develop interventions to teach


the directly observable behavior of retelling a story than the general behavior of reading
comprehension.

3. It is easier to assess if interventions are having any effect. For example, it is simpler to assess
how many times a student performs the directly observable behavior of taking home materials
for homework than the general behavior of organizational skills.

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Exercise 1
Which Statements Represent Directly Observable Behaviors?
(The answers for this exercise are at the end of the guide.)

Indicate if the action terms in the following statements are directly observable behavior.

Examples

1. Will increase comprehension of reading passages


Directly Observable Yes No X

2. Will orally answer who, what, why and where questions on reading passages
Directly Observable Yes X No

3. Will improve social competence during socially interactions


Directly Observable Yes No X

4. Will say appropriate words in a pleasant tone of voice when socially interacting with others
Directly Observable Yes X No

5. Will understand recipes


Directly Observable Yes No X

6. Will follow steps of recipes to prepare food


Directly Observable Yes X No

Exercise 1

1. Will greet teammates and take turns when participating in small group activities
Directly Observable Yes No

2. Will demonstrate social competence in small group activities


Directly Observable Yes No

3. Will follow the rules when playing table games


Directly Observable Yes No

4. Will understand rules of table games


Directly Observable Yes No

5. Will increase facility with addition facts for numbers 0-9


Directly Observable Yes No

6. Will put on and take off coat when going in and outside
Directly Observable Yes No

7. Will develop improved dressing skills


Directly Observable Yes No

8. Will become competent at shopping


Directly Observable Yes No

9. Will follow the steps (e.g., find item, take to cashier, pay) for purchasing single items
Directly Observable Yes No

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10. Will improve knowledge of word attack strategies
Directly Observable Yes No

11. Will “label” letter sounds to sound out words


Directly Observable Yes No

12. Will write paragraphs with main and supporting ideas


Directly Observable Yes No

13. Will have a fuller realization of the writing process


Directly Observable Yes No

14. Will appreciate feelings of others


Directly Observable Yes No

15. Will improve understanding of work behaviors


Directly Observable Yes No

16. Will arrive at work on time and complete assigned jobs


Directly Observable Yes No

17. Will demonstrate applications of pictorial schedules when making transitions


Directly Observable Yes No

18. Will point to pictures on a pictorial activity schedule to transition between activities
Directly Observable Yes No

19. Will apply the concept of money


Directly Observable Yes No

20. Will count out money amounts of up to five dollars when making purchases
Directly Observable Yes No

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SPECIFY THE CONTEXT IN WHICH THE BEHAVIOR IS TO OCCUR TO MAKE THE
BEHAVIOR FUNCTIONAL

One challenge faced by most students is applying skills in real life situations. That is, generalizing
skill use in functional contexts. It is pointless to teach money, time management, reading and
social skills if they are not used in functional contexts. To help insure that behaviors are taught
and assessed in meaningful/ functional contexts, goals should specify the context in which
behaviors are to occur.

Examples

1. Will follow steps of recipes to prepare food


Will follow steps of recipes to prepare food at home and in school

2. Will say appropriate words in a pleasant tone of voice when to responding to others
Will say appropriate words in a pleasant tone of voice when to responding to others in a
variety of activities that occur at school and home

3. Will demonstrate reading comprehension by answering who, what, why and where questions
Will demonstrate reading comprehension by answering who, what, why and where
questions across a variety of reading assignments

4. Will count out money amounts of up to a dollar


Will count out money amounts of up to a dollar when making purchases at a variety of
community stores

5. Will eat finger foods, eat with a spoon, drink from a cup and wipe mouth with napkin
Will eat finger foods, eat with a spoon, drink from a cup and wipe mouth with napkin at meals
and snacks at school and home.

6. Will follow the steps of the COPS (check Capitalization, Overall appearance, Punctuation,
Spelling) paper editing strategy
Will follow the steps of the COPS paper editing strategy on writing assignments across
subject areas (e.g., history, English, science lab reports)

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Exercise 2
Rewrite The Goals To Include The Functional Contexts In Which The Behaviors Should Be
Taught/ Practiced
(Example answers to the exercise are at the end of the guide.)

1. Will follow steps (e.g., locate restroom, find vacant stall, go, wash, leave) for using public
restrooms

2. Will follow the steps (e.g., pick up garment, put arms in selves, zipper) for putting on zippered
coats/ jackets

3. Will accurately spell words

4. Will follow the steps (e.g., select item from picture menu, point to picture to order, and pay)
for using a pictorial menu to order

5. Will write paragraphs with main and supporting ideas

6. Will play by the rules when playing table games

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COMMON PROBLEMS WITH GOALS

Two common problems with goals that have already been addressed are not specifying directly
observable behavior and not designating functional contexts in which the behavior should be
learned and practiced. Two addition problems include the following.

1. Not specifying skills student will learn

2. Use of jargon or wording that is not parent friendly

Not Specifying Skills Student Will Learn

The following are examples of goals that do not specify something the student will learn.

Examples
Lori will be taken to the bathroom
Peer buddies will be recruited
Bill will have a "Circle of Friends"
Tom will participate in after school fencing club

The first three examples are goals for staff not the student. Staff will take Lori to the bathroom,
recruit peer buddies and create a circle of friends. Fencing club may be a great activity for Tom
in which he may make friends but the goal does not indicate what Tom will learn through
participating in or attending fencing club.

Use Of Jargon Or Wording That Is Not Parent Friendly

Goals should be user friendly for students and family members. One way to enhance friendliness
is to avoid unfamiliar jargon or wording.

Examples
Mike will improve fluency of reading
Tom will follow the steps of the COPS editing strategy

Alternatives
Mike will increase rate of reading words
Tom will check capitalization, overall appearance, punctuation, and spelling (COPS) when
editing writing assignments

GOALS SHOULD

Specify What The Student Will Learn Not Supports


Specify Directly Observable Behavior
Be Parent Friendly – No Jargon
Specify The Context In Which The Behavior Is To Occur

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Exercise 3
Goal Critique
(Answers to this exercise are at the end of the guide.)

Each of the following goals has one or more problems. Can you find them? Does the goal:
a) specify what the student will learn; b) specify directly observable behavior; c) use
parent friendly wording; and d) specify the context in which the behavior is to occur.

1. Will be given medications at 10:00 and 12:00

2. Increase reading comprehension

3. Will participate in art class

4. Will understand how to use the RAP strategy to read for comprehension

5. Will be provided an instructional assistant to help make accommodations

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Exercise 4
Practice Writing Goals

Write three goals for yourself or someone else and indicate whether each goal: a)
specifies what will be learned; b) specifies directly observable behavior; c) is parent
friendly – no jargon; and d) specifies the context in which the behavior is to occur

1. Goal –

Specifies What Will Be Learned Is Parent Friendly – No Jargon


Specifies Directly Observable Behavior Specifies The Context

2. Goal –

Specifies What Will Be Learned Is Parent Friendly – No Jargon


Specifies Directly Observable Behavior Specifies The Context

3. Goal –

Specifies What Will Be Learned Is Parent Friendly – No Jargon


Specifies Directly Observable Behavior Specifies The Context

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SECTION II – INSTRUCTIONAL OBJECTIVES
INSTRUCTIONAL OBJECTIVES: CONDITIONS, BEHAVIOR AND CRITERION

As previously described objectives are used to measure progress towards goals. The goal and
the objectives used to assess progress towards it both have the same behavioral outcome.
However, to insure that measurement is reliable (e.g., two people measuring the behavior derive
the same results) objectives must provide specific information on the conditions under which the
behavior is to occur and the acceptable criterion. To clearly indicate how the behavioral outcomes
of goals will be assessed instructional objectives should always be written to consist of three
components: conditions, behavior, and criteria (Mager, 1962).

CONDITIONS - define under what circumstances the behavior is to occur. Example


conditions include the following.

• What materials are available


• The cue to perform the behavior
• Where the behavior is performed
• With whom the behavior is performed
• When the behavior is performed

BEHAVIOR - refers to the directly observable, point-at-able behavior which is to be


demonstrated

CRITERION - refers to the standard for evaluating if the behavior is performed at an


appropriate level. Example criteria include the following.

• Level of independence- such as independently


• Level of Accuracy – such as with 100% accuracy
• Rate – such as reads 40 words a minute or completes recipe within a
reasonable period of time
• Over time – such as on 3 out of 4 occasions

As illustrated in the example instructional objectives below, to facilitate the writing of instructional
objectives, a table can be drawn which includes space for each of the three components.

Example Goals and Instructional Objectives

Goal – Follows Pictorial Recipes - Will follow steps of pictorial recipes to prepare food items at
school and home

CONDITIONS BEHAVIOR CRITERION


Materials - Given pictorial the learner will follow the steps in Level Of Independence-
recipes for macaroni and cheese, the recipes to prepare the items independently, Level of
popcorn, and TV dinners, and Accuracy – with 100% accuracy,
necessary food and utensils to Rate – completing each recipe in
complete a given recipe Where - a timely manner as judged by the
at school and home instructor, Over time – on 3 out
of 4 occasions

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Goal – Social Skills - Will take turns while speaking with others across interactions in a variety of
settings

CONDITIONS BEHAVIOR CRITERION


Where - During small group the student will take turns while Level Of Independence -
activities, and class discussions others speak without any prompting, Over time
at school and dinner time at – on 4 out of 5 opportunities
home

Goal – Write Paragraphs - Will write paragraphs with main ideas and supporting ideas across
writing assignments in content areas

CONDITIONS BEHAVIOR CRITERION


Cue To Perform - Given the student will write sentences such that there Level of
assignments to write a paragraph Accuracy - are at least four
Where - in language arts, social sentences, one with the main
studies and science and idea and three related to the main
Materials - the necessary writing idea, Level Of Independence-
materials independently, Rate – within a
reasonable period of time as
judged by the instructor, Over
time – on four out of five
assignments

How To Complete Exercises 5 – 9

In exercises 5-9 all the information needed to complete the objective is in the statement that
precedes the objective. You need to find the information and write it in the conditions, behavior or
criterion section of the objective. For example, to complete the conditions section of the social
skills objective below find the part of the social skills statement which describes the conditions
and write it in the conditions section of the objective.

Social Skills - Without any prompting, on 4 out of 5 opportunities, during small group activities,
and class discussions at school, the student will take turns while others speak

Exercise
CONDITIONS BEHAVIOR CRITERION
the student will take turns while without any prompting, on 4 out
others speak of 5 opportunities

Example Answer

Social Skills - Without any prompting, on 4 out of 5 opportunities, during small group activities
and class discussions at school, the student will take turns while others speak

Exercise
CONDITIONS BEHAVIOR CRITERION
During small group activities the student will take turns while without any prompting, on 4 out
and class discussions at others speak of 5 opportunities
school

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Exercise 5
Practice Writing The Conditions Section Of Instructional Objectives
(Use The Information In The Description To Fill In The Blank Table Columns And Then
Check Example Answers At End Of Guide)

1. Order From Pictorial Menu - When in a restaurant or at lunch at school, with a pictorial
menu with three items, and asked what do you want, the student will point to an item,
independently, within 5 seconds, on 4 out of 5 occasions

Exercise
CONDITIONS BEHAVIOR CRITERION
the student will point to an item independently, within 5 second,
on 4 out of 5 occasions

2. Subtraction Facts - Within a 10-minute period making no more than five errors (90%
correct), the student will write answers, to each problem, when given 50 one-digit problems in
the form (X – Y = Z)

Exercise
CONDITIONS BEHAVIOR CRITERION
the student will write answers to each problem, within a 2
minute period, making no more
than five errors (90% correct),

3. Greet Co-Workers - Will greet co-workers upon first encountering them at her/ his
community work-training site, independently, within 2 seconds, on 4 out of 5 occasions

Exercise
CONDITIONS BEHAVIOR CRITERION
will greet co-workers independently, within 2 seconds,
on 4 out of 5 occasions

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Exercise 6
Practice Writing The Behavior Section Of Instructional Objectives
(Use The Information In The Description To Fill In The Blank Table Columns And Then
Check Example Answers At End Of Guide)

1. Seek Assistance from Teammates - Unprompted, on 4 out of five occasions, will ask for
help from nearby teammates, when in cooperative group activities and in need of assistance

Exercise
CONDITIONS BEHAVIOR CRITERION
When in cooperative group from nearby teammates,
activities and in need of unprompted, on 4 out of five
assistance occasion

2. Play Table Games - Will perform steps in playing table games (e.g., roll the dice) correctly
and independently on 4 out of 5 occasions given regular opportunities to play three different
table games with peers

Exercise
CONDITIONS BEHAVIOR CRITERION
When given regular opportunities correctly and independently on 4
to play table games with peers out of 5 occasions

3. Sight Words - The student will read words aloud, when presented a list of 100 basic words
on index cards, correctly and within three seconds after presentation on 2 out of three
occasions

Exercise
CONDITIONS BEHAVIOR CRITERION
When presented a list of 100 correctly, within three seconds
basic words on index cards after presentation, on 2 out of 3
occasions

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Exercise 7
Practice Writing The Criterion Section Of Instructional Objectives
(Use The Information In The Description To Fill In The Blank Table Columns And Then
Check Example Answers At End Of Guide)

1. Eat With Spoon - Given situations which involve eating soft food (e.g., pudding) with a
spoon, will follow steps in task analysis for eating with spoon e.g., scoop food, bring to
mouth), independently, without spillage, on 4 out of 5 occasions

Exercise
CONDITIONS BEHAVIOR CRITERION
Given situations which involve will follow steps in task analysis
eating soft food (e.g., pudding) for eating with spoon (e.g., scoop
with a spoon food, bring to mouth)

2. Reading Comprehension - Given grade level reading stories, will retell reading stories,
independently, and correctly including main character, problem and resolution of problem for
3 out of 4 stories

Exercise
CONDITIONS BEHAVIOR CRITERION
Given grade level reading stories will retell reading stories

3. Handwriting – Will write cursive letters when given handwriting practice worksheets, and
writing assignments in the content areas which require 100 or more letters, such that at least
95% meet the legible criteria on 3 out of 4 assignments

Exercise
CONDITIONS BEHAVIOR CRITERION
Given handwriting practice will write cursive letters
worksheets, and writing
assignments in the content areas
which require 100 or more letters

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Exercise 8
Practice Writing The Conditions And Criterion Sections
Of Instructional Objectives
(Use The Information In The Description To Fill In The Blank Table Columns And Then
Check Example Answers At End Of Guide)

1. Book Report – Will write a book report, which includes three themes from the book, a
description of each theme and three quotes which exemplify each theme for 2 out 3 novels,
when given novels of own choosing

Exercise
CONDITIONS BEHAVIOR CRITERION
will write a book report

2. Dressing – Will follow steps of task analysis for putting on zippered coats (e.g., pick up coat,
put arms in sleeves, zip up), independently, in a time judged reasonable by the instructor, on
4 out of 5 occasions, when given natural opportunities at school and at home to put on coats
with zippered closures

Exercise
CONDITIONS BEHAVIOR CRITERION
will follow steps of task analysis
for putting on putting on zippered
coats (e.g., pick up coat, put
arms in sleeves, zip up)

3. Indicate Choice – Will point to a picture, independently, within 5 seconds and then engage in
the activity depicted by the picture on 3 out of 4 occasions, when given a communication
board with pictures of preferred activities, naturally occurring opportunities to make choices
and asked what do you want

Exercise
CONDITIONS BEHAVIOR CRITERION
will point to a picture

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Exercise 9
Practice Writing The Conditions, Behavior And Criterion Sections
Of Instructional Objectives
(Use The Information In The Description To Fill In The Blank Table Columns And Then
Check Example Answers At End Of Guide)

1. Purchase Single Item – The student will follow the steps of the task analysis for purchasing
a single item (e.g., locate section, scan shelves, place item in basket, take to cashier, and
pay), when in a familiar grocery store with a picture symbol shopping list, correctly and
independently, within a reasonable period of time as judged by the instructor, on four out of
five shopping trips

Exercise
CONDITIONS BEHAVIOR CRITERION

2. Follow Pictorial Activity Schedule – Given a pictorial schedule of major school activities,
correctly and independently, at the end of activities, the student will point to a picture and go
to the next activity, for each daily activity, for 4 out of 5 days

Exercise
CONDITIONS BEHAVIOR CRITERION

3. Editing Writing COPS – Independently with less than 2 errors, on 4 out of 5 writing
assignments, the student will follow the steps of COPS (check for Capitalization, Overall
appearance, Punctuation, Spelling) editing strategy, given writing assignments in English,
history and science

Exercise
CONDITIONS BEHAVIOR CRITERION

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SECTION III – SHORT-TERM OBJECTIVES
A FRAMEWORK FOR WRITING SHORT-TERM OBJECTIVES

Two functions short-term objectives serve are to break goals into smaller units for instruction and
to assess student progress towards meeting goals. This can be particularly beneficial when the
behavior is complex or students need to learn in small steps.

Short-term objectives can also be used as benchmarks to measure progress towards goals
against a time frame. To use short-term objectives as benchmarks, they are assigned times when
it is anticipated they will be acquired. For example, it might be anticipated that one short-term
objective should be completed by November and another by January. Usually, the time frame of
benchmarks coincides with the periods for reporting to parents their children’s progress.

There are five methods to generate short-term objective.

1. Curriculum-based methods use the sequence of skills from a curriculm (scope and
sequence) as short-term objectives.
2. Change conditions in small steps
3. Change behavior in small steps
4. Change criteria in small steps
5. Use some combinations of methods 1 through 4

CURRICULUM-BASED SHORT-TERM OBJECTIVES

The curriculum-based method for deriving short-term objectives involves using the scope and
sequence of skills from a curriculum. An example scope and sequence for time telling and
manuscript handwriting are illustrated below. To use a scope and sequence to derive short-term
objectives the student’s level of performance in the curriculum is assessed and the next skills the
student should learn are targeted as short-term objectives.

TIME TELLING MANUSCRIPT HANDWRITING


Hour and Minute Hand Basic Manuscript Strokes
1. Identifies hour hand 1. Grasps pencil correctly
2. Tells direction hour hand moves 2. Traces basic manuscript strokes
3 .Tells the number the hour hand points to 3. Copies basic manuscript strokes
4. Identifies the minute hand Lower Case Letters
5. Identifies the o’clock position of the minute 4. Prints l, i, t, o, c,
hand 5. Prints a, e, r, m, n,
Time to the Hour 6. Prints u, s, v, w, x,
6. Tells time on hour for 1:00-3:00 7. Prints z, k, d, f, h,
7. Tells time on hour for 1:00-6:00 8. Prints b, g, y, q, p, j
8. Tells time on hour for 1:00-9:00 Upper Case Letters
9. Tells time on hour for 1:00-12:00 9. Prints L. I, T, H, E
Time to the Half Hour 10. Prints F, O, C, G, Q
10. Tells time on half-hour for 1:30-3:30 12. Prints W, X, Y, Z, B,
11. Tells time on half-hour for 1:30-6:30 13. Prints R, D, P, S, J, U
12. Tells time on half-hour for 1:30-9:30
13. Tells time on half-hour for 1:30-12:30
Time to the Quarter Hour
14. Tells time on quarter-hour for 1:15-3:15
15. Tells time on quarter-hour for 1:15-6:15
16. Tells time on quarter-hour for 1:15-9:15
17.Tells time on quarter-hour for 1:15-12:15

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Time Telling Short-Term Objectives Example

In the time telling example below the student’s level of performance in the time telling scope and
sequence is “indicates time on hour for 1:00-12:00” (step 9 in the sequence). The goal is for the
student to tell time to the quarter hour, which is step 17 in the sequence. In this example, all the
steps in the sequence from the student’s performance level up through telling time to the quarter
hour become short-term objectives.

Hour and Minute Hand


1. Identifies hour hand
2. Tells direction hour hand moves
3. Tells the number the hour hand points to
4. Identifies the minute hand
5. Identifies the o’clock position of the minute hand
Time to the Hour
6. Tells time on hour for 1:00-3:00
7. Tells time on hour for 1:00-6:00
8. Tells time on hour for 1:00-9:00
9. Tells time on hour for 1:00-12:00  Student’s Performance Level
Time to the Half Hour
10. Tells time on half-hour for 1:30-3:30
11. Tells time on half-hour for 1:30-6:30
12. Tells time on half-hour for 1:30-9:30 
13. Tells time on half-hour for 1:30-12:30 Short-Term Objectives
Time to the Quarter Hour
14. Tells time on quarter-hour for 1:15-3:15 
15. Tells time on quarter-hour for 1:15-6:15
16. Tells time on quarter-hour for 1:15-9:15
17.Tells time on quarter-hour for 1:15-12:15

Student’s Level of Performance


Indicates time on hour for hours 1:00-12:00
Goal
Will tell time to the quarter hour to manage time in school activities
Short-Term Objectives
Tells time on half-hour for 1:30-3:30 with 90% accuracy
Tells time on half-hour for 1:30-6:30 with 90% accuracy
Tells time on half-hour for 1:30-9:30 with 90% accuracy
Tells time on half-hour for 1:30-12:30 with 90% accuracy
Tells time on quarter-hour for 1:15-3:15 with 90% accuracy
Tells time on quarter-hour for 1:15-6:15 with 90% accuracy
Tells time on quarter-hour for 1:15-9:15 with 90% accuracy
Tells time on quarter-hour for hours 1:15-12:15 to manage time in school activities with
90% accuracy

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Time Telling Benchmarks Example

In the time telling example below the student’s level of performance in the time telling scope and
sequence is “identifies the o’clock position of minute hand” (step 6 in the sequence). The goal is
for the student to tell time to the half hour, which is step 13 in the sequence. In this example, the
benchmarks are the steps in the sequence the student is to achieve by November 15, January
15, March 15 and May 15.

Hour and Minute Hand


1. Identifies hour hand
2. Tells direction hour hand moves
3 .Tells the number the hour hand points to
4. Identifies the minute hand
5. Identifies the o’clock position of minute hand  Student’s Performance Level
Time to the Hour
6. Tells time on hour for 1:00-3:00
7. Tells time on hour for 1:00-6:00 November 15 Benchmark
8. Tells time on hour for 1:00-9:00
9. Tells time on hour for 1:00-12:00  January 15 Benchmark
Time to the Half Hour
10. Tells time on half-hour for 1:30-3:30
11. Tells time on half-hour for 1:30-6:30  March 15 Benchmark
12. Tells time on half-hour for 1:30-9:30
13. Tells time on half-hour for 1:30-12:30  May 15 Benchmark
Time to the Quarter Hour
14. Tells time on quarter-hour for 1:15-3:15
15. Tells time on quarter-hour for 1:15-6:15
16. Tells time on quarter-hour for 1:15-9:15
17.Tells time on quarter-hour for 1:15-12:15

Student’s Level of Performance


Indicates time on hour for hours 1:00-9:00
Goal
Will tell time to the quarter hour to manage time in school activities
Bench Marks
Short-Term Objectives
By Nov. 15, Tells time on hour for 1:00-6:00 with 90% accuracy
By January 15, Tells time on hour for 1:00-12:00 with 90% accuracy
By March 15, Tells time on half-hour for 1:30-6:30 with 90% accuracy
By May 15, Tells time on half-hour for 1:30-12:30 to manage time at school with 90%
accuracy

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Exercise 10
Practice Writing Curriculum-Based Short-Term Objectives and BenchMarks
See Sample Answers At End Of Guide.
Short-Term Objectives

Use the manuscript handwriting scope and sequence to write short-term objectives by first
indicating the student’s performance level in the sequence (e.g., copies basic manuscript strokes)
and stating a goal from further along in the sequence (e.g., prints all lower case letters). Next use
the sequence of skills to generate short-term objectives which lead from the student’s
performance level to the goal. Use the format below and refer back the time telling example.

Student’s Level of Performance

Goal

Short-Term objectives

Bench Marks

Use the manuscript handwriting scope and sequence to write benchmarks by first indicating the
student’s performance level in the sequence (e.g., copies basic manuscript strokes) and stating a
goal from further along in the sequence (e.g., prints all lower case letters). Next use the sequence
of skills to generate benchmarks which lead from the student’s performance level to the objective/
goal. Use the format below and refer back the time telling example.

Student’s Level of Performance

Goal

Bench Marks
Short-Term Objectives
By Nov. 15
By January 15
By March 15
By May, 15

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CREATING SHORT-TERM OBJECTIVES BY CHANGING CONDITIONS,
BEHAVIOR OR CRITERIA

As demonstrated by the example short-term objectives below, three additional ways to generate
short-term objectives are to change conditions, behavior or criteria in small steps. Another way is
use some combination of changing all three in small steps. For purposes of clarity, all the
examples herein will be of changing conditions, behavior or criteria in small steps.

To generate short-term objectives by changing conditions, behavior and/ or criteria, first specify
an instructional goal.

Goal – Social Skills - Will take turns while speaking with others across interactions in a
variety of settings

Next write an instructional objective which specifies the conditions and criteria at which the
behavior of the goal must be performed. Herein, the objective for the instructional goal will be
referred to as the “final short-term objective”.

CONDITIONS BEHAVIOR CRITERION


Final Short-Term Objective
During small group activities, the student will take turns while independently, on 2 out of 3
class discussions, and class others speak opportunities
meetings at school

After the final short-term objective has been specified a series of short-term objectives can be
created which lead to the final short-term objective in small steps. The small steps can be
derived through changing the conditions, behavior and/ or criteria of the final short-term objective
in gradual increments. In the example, the conditions were changed in small steps.

CONDITIONS BEHAVIOR CRITERION


Short-Term Objectives
During small group activities at Same as final short-term Same as final short-term
school objective objective
During small group activities Same Same
and class discussions at
school
Final Short-Term Objective
During small group activities, the student will take turns while independently, on 2 out of 3
class discussions, and class others speak opportunities
meetings at school

What aspect of the condition sections of the short-term objectives was changed?

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The following examples illustrate changing behavior and criteria in small steps.

Example Changing Behavior In Small Steps

Goal – Job Training - Will get to work training sites, complete assigned jobs, and return to school
from job train sites in the community

CONDITIONS BEHAVIOR CRITERION


Short-Term Objectives
Same as final short-term Will get to work training site Same as final short-term
objective objective

Same Will get to work training site, Same


complete assigned jobs
Final Short-Term Objective
Given job training sites in the Will get to work training site, correctly, independently, within a
community on a bus route complete assigned jobs, and reasonable period of time as
return to school judged by the instructor, on 2 out
of 3 occasions

What aspect of the behavior sections of the short-term objectives was changed?

Example Changing Criterion in Small Steps

Goal – Subtraction Facts – Will quickly write answers to subtraction fact problems in the form (X
– Y = Z) across math assignments

CONDITIONS BEHAVIOR CRITERION


Short-Term Objectives
Same as final short-term Same as final short-term at a rate of 10 problems per
objective objective minute, with 90% correct on 2
out of 3 occasions
Same Same at a rate of 15 problems per
minute, with 90% correct on 2
out of 3 occasions
Same Same at a rate of 20 problems per
minute, with 90% correct on 2
out of 3 occasions
Final Short-Term Objective
Given a one minute timed test on the student will write answers at a rate of 25 problems per
50 one-digit problems in the form minute, with 90% correct on 2
(X – Y = Z) out of 3 occasions

What aspect of the criterion sections of the short-term objectives was changed?

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Exercise 11
Practice Changing Conditions To Write Short-Term Objectives
(Fill In The Blank Table Columns And Then Check Example Answers At End Of Guide)

1. Goal – Count Money - Will count out money amounts of up to a dollar when making single
item purchases at stores and vending machines

CONDITIONS BEHAVIOR CRITERION


Short-Term Objectives
Same as final short-term Same as final short-term
objective objective

Same Same

Same Same

Final Short-Term Objective


When presented the price of an will count out money equal to or greater than the
item up to a dollar from amount, within a reasonable
vending machines and stores period of time as judged by the
instructor, on 2 out of 3 occasions

2. Goal – Follows Pictorial Recipes - Will follow steps of pictorial recipes to prepare food items
at school

Example Answer
CONDITIONS BEHAVIOR CRITERION
Short-Term Objectives
Same as final short-term Same as final short-term
objective objective

Same Same

Final Short-Term Objective


Given a pictorial recipe for a the learner will follow the recipe independently, with 100%
frozen dinner or popcorn or to prepare the item accuracy, completing each recipe
macaroni and cheese and in a timely manner as judged by
necessary food and utensils to the instructor, on 2 out of 3
complete a given recipe at occasions
school

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3. Goal – Write Paragraphs - Will write paragraphs with main and supporting ideas across
writing assignments in content areas

CONDITIONS BEHAVIOR CRITERION


Short-Term Objectives
Same as final short-term Same as final short-term
objective objective

Same Same

Final Short-Term Objective


Given assignments to write a the student will write sentences such that there are at least four
paragraph in science or sentences, one with the main
language arts or social studies idea and three related to the main
idea, independently, within a
reasonable period of time as
judged by the instructor, on 2 out
of 3 assignments

4. Goal – Sight Words - Will orally read words from a list of 100 basic sight words from timed
tests

CONDITIONS BEHAVIOR CRITERION


Short-Term Objectives
Same as final short-term Same as final short-term
objective objective

Same Same

Same Same

Final Short-Term Objective


When presented words from the student will read words aloud correctly, at the rate of 25 words
the list of 100 basic sight per minute on 2 out of 3
words occasions

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Exercise 12
Practice Changing Behavior To Write Short-Term Objectives
(Fill In The Blank Table Columns And Then Check Example Answers At End Of Guide)

1. Goal – Initiate and Sustain Social Interactions – Will ask questions to initiate and sustain
social interactions in naturally occurring social interaction opportunities at school (e.g.,
recess, lunch, small group activities)

CONDITIONS BEHAVIOR CRITERION


Short-Term Objectives
Same as final short-term Same as final short-term
objective objective

Same Same

Same Same

Final Short-Term Objective


Given naturally occurring will ask questions such as “Do to initiate or sustain an activity for
opportunities for social you want to play?”, “Can I 2 out of 3 opportunities
interactions at school (e.g., have a turn?”, “What did you
recess, lunch, small group do last night?”
activities)

2. Goal – Reading Comprehension – RAP - Will follow the steps of the RAP (Read the
paragraph, Ask what is the main idea and details, Put in your own words) reading
comprehension strategy across reading assignments in English

CONDITIONS BEHAVIOR CRITERION


Short-Term Objectives
Same as final short-term Same as final short-term
objective objective

Same Same

Final Short-Term Objective


Given reading assignments in Will R ead paragraph, A sk correctly, independently, within a
English what is main idea & details, reasonable period of time as
judged by the instructor, on 2 out
P ut in own words
of 3 occasions

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3. Goal – Dressing – Will put arms in sleeves, clasp hasp, and zip up when given natural
opportunities to put on zippered coats at school and home

CONDITIONS BEHAVIOR CRITERION


Short-Term Objectives
Same as final short-term Same as final short-term
objective objective

Same Same

Final Short-Term Objective


Given natural opportunities to put will put arms in sleeves, clasp independently, in a time judged
on coats with zippered closures hasp, zip up reasonable by the instructor, on 4
at school out of 5 occasions

4. Goal – Purchase Single Items - Will follow purchase items (e.g., locate section with item,
scan the shelves, place item in shopping basket, take to cashier and pay) in a grocery store

CONDITIONS BEHAVIOR CRITERION


Short-Term Objectives
Same as final short-term Same as final short-term
objective objective

Same Same

Same Same

Final Short-Term Objective


With a picture symbol shopping the student will locate section correctly, independently, and
card representing one item to buy with item, scan the shelves, within a reasonable period of time
in a grocery store place item in shopping basket, as judged by the instructor, on 2
take to cashier and pay out of 3 shopping trips

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Exercise 13
Practice Changing Criterion To Write Short-Term Objectives
(Fill In The Blank Table Columns And Then Check Example Answers At End Of Guide)

1. Goal – Physical Fitness – Will run a lap on track in 6 minutes

CONDITIONS BEHAVIOR CRITERION


Short-Term Objectives
Same as final short-term Same as final short-term
objective objective

Same Same

Final Short-Term Objective


Given PE class and timed will run One lap in 6 minutes on 2 out
running 0f 3 occasions

2. Goal – Reading Comprehension - Will retell reading stories across reading assignments

CONDITIONS BEHAVIOR CRITERION


Short-Term Objectives
Same as final short-term Same as final short-term
objective objective

Same Same

Final Short-Term Objective


Given grade level reading stories will retell reading stories independently, and correctly
including main character,
problem and resolution of
problem, for 2 out of 3 stories

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3. Goal – Handwriting – Will write legible cursive letters across writing assignments

CONDITIONS BEHAVIOR CRITERION


Short-Term Objectives
Same as final short-term Same as final short-term
objective objective

Same Same

Final Short-Term Objective


Given handwriting practice will write cursive letters such that at least 95% meet the
worksheets legible criteria, on 3 out of 4
assignments

4. Goal – Book Report – Will write book reports across novels

CONDITIONS BEHAVIOR CRITERION


Short-Term Objectives
Same as final short-term Same as final short-term
objective objective

Same Same

Final Short-Term Objective


Given novels of own choosing will write book report which includes three themes
from the book, a description of
each theme and three quotes
which exemplify each theme,
for 2 out 3 novels

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EXERCISE ANSWERS

Exercise 1: Which Statements Represent Directly Observable Behaviors

Exercise 1
1. Will greet teammates and take turns when participating in small group activities
Directly Observable Yes X No

2. Will demonstrate social competence in small group activities


Directly Observable Yes No X

3. Will follow the rules playing table games


Directly Observable Yes X No

4. Will understand rules of table games


Directly Observable Yes No X

5. Will increase facility with addition facts for numbers 0-9


Directly Observable Yes No X

6. Will put on and take off coat when going in and outside
Directly Observable Yes X No

7. Will develop improved dressing skills


Directly Observable Yes No X

8. Will become competent at shopping


Directly Observable Yes No X

9. Will follow the steps (e.g., find item, take to cashier, pay) for purchasing single items
Directly Observable Yes X No

10. Will improve knowledge of word attack strategies


Directly Observable Yes No X

11. Will “label” letter sounds to sound out words


Directly Observable Yes X No

12. Will write paragraphs with main and supporting ideas


Directly Observable Yes X No

13. Will have a fuller realization of the writing process


Directly Observable Yes No X

14. Will appreciate feelings of others


Directly Observable Yes No X

15. Will improve understanding of work behaviors


Directly Observable Yes No X

16. Will arrive at work on time and complete assigned jobs


Directly Observable Yes X No

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17. Will demonstrate applications of pictorial schedules when making transitions
Directly Observable Yes No X

18. Will point to pictures on a pictorial activity schedule to transition between activities
Directly Observable Yes X No

19. Will apply the concept of money


Directly Observable Yes No X

20. Will count out money amounts of up to five dollars when making purchases
Directly Observable Yes X No

Exercise 2 - Rewrite The Goals To Include The Context

Example Answers
1. Will follow steps (e.g., locate restroom, find vacant stall, go, wash, leave) for using public
restrooms

Will follow steps (e.g., locate restroom, find vacant stall, go, wash, leave) for using public
restrooms across a variety of restrooms at school and in the community

2. Will follow the steps (e.g., pick up garment, put arms in selves, zipper) for putting on zippered
coats/ jackets
Will follow the steps (e.g., pick up garment, put arms in selves, zipper) for putting on zippered
coats/ jackets at home and school

3. Will accurately spell words

Will accurately spell words on a variety of school assignments from various content areas

4. Will follow the steps (e.g., select item from picture menu, point to picture to order, and pay)
for using a pictorial menu to order
Will follow the steps (e.g., select item from picture menu, point to picture to order, and pay)
for using a pictorial menu to order when purchasing food at school and from a variety of fast
food places

5. Will write paragraphs with main and supporting ideas


Will write paragraphs with main and supporting ideas across subject areas (e.g., history,
English, science lab reports)

6. Will play by the rules when playing table games


Will play by the rules when playing table games at home and school

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Exercise 3 - Goal Critique

Answers

1. Will be given medications at 10:00 and 12:00

This goal does not delineate what the student will learn. Giving the student medication is a
goal for staff, not the student.

2. Increase reading comprehension

This goal has many problems. Reading comprehension is not directly observable and may
be a jargon term for parents. The functional context in which the skill is to be practiced is not
specified.

3. Will participate in art class

Participate does not indicate a directly observable behavior the student will learn.

4. Will understand how to use the RAP strategy to read for comprehension

The goal has many problems. It does not specify a directly observable behavior. RAP is
jargon. No functional context for using the skill is provided.

5. Will be provided an instructional assistant to help make accommodations

This goal does not delineate what the student will learn. Providing an instructional assistant
is a goal for staff, not the student.

Exercise 5 - Practice Writing The Conditions Section Of Instructional Objectives

1. Order From Pictorial Menu


Answer
CONDITIONS BEHAVIOR CRITERION
When in a restaurant or at the student will point to an item independently, within 5 second,
lunch at school with a pictorial on 4 out of 5 occasions
menu of three items and asked
what do you want

2. Subtraction Facts

Answer
CONDITIONS BEHAVIOR CRITERION
When given 50 one-digit the student will write answers to each problem, within a 2
problems in the form (X – Y = minute period, making no more
Z) than five errors (90% correct),

35
3. Greet Co-Workers

Answer
CONDITIONS BEHAVIOR CRITERION
Upon first encountering co- will greet co-workers independently, within 2 seconds,
workers at her/ his community on 4 out of 5 occasions
work-training site

Exercise 6 - Practice Writing The Behavior Section Of Instructional Objectives

1. Seek Assistance From Teammates

Answer
CONDITIONS BEHAVIOR CRITERION
When in cooperative group will ask for help from nearby teammates,
activities and in need of unprompted, on 4 out of five
assistance occasion

2. Play Table Games

Answer
CONDITIONS BEHAVIOR CRITERION
When given regular opportunities will perform steps in playing correctly and independently on 4
to play three different table table games (e.g., roll the dice) out of 5 occasions
games with peers

3. Sight Words

Answer
CONDITIONS BEHAVIOR CRITERION
When presented a list of 100 the student will read words correctly, within three seconds
basic words on index cards aloud after presentation, on 2 out of 3
occasions

Exercise 7 - Practice Writing The Criterion Section Of Instructional Objectives

1. Eat With Spoon

Answer
CONDITIONS BEHAVIOR CRITERION
Given situations which involve will follow steps in task analysis independently, without
eating soft food (e.g., pudding) for eating with spoon (e.g., scoop spillage, on 4 out of 5
with a spoon food, bring to mouth) occasions

36
2. Reading Comprehension

Answer
CONDITIONS BEHAVIOR CRITERION
Given grade level reading stories will retell reading stories independently, and correctly
including main character,
problem and resolution of
problem, for 3 out of 4 stories

3. Handwriting

Answer
CONDITIONS BEHAVIOR CRITERION
Given handwriting practice will write cursive letters such that at least 95% meet the
worksheets, and writing legible criteria, on 3 out of 4
assignments in the content areas assignments
which require 100 or more letters

Exercise 8 - Practice Writing The Conditions And Criterion Sections Of Instructional


Objectives

1. Book Report

Answer
CONDITIONS BEHAVIOR CRITERION
Given novels of own choosing will write a book report which includes three themes
from the book, a description of
each theme and three quotes
which exemplify each theme,
for 2 out 3 novels

2. Dressing

Answer
CONDITIONS BEHAVIOR CRITERION
Given natural opportunities at will follow steps of task analysis independently, in a time judged
school and at home to put on for putting on putting on zippered reasonable by the instructor,
coats with zippered closures coats (e.g., pick up coat, put on 4 out of 5 occasions
arms in sleeves, zip up)

3. Indicate Choice

Answer
CONDITIONS BEHAVIOR CRITERION
Given a communication board will point to a picture independently, within 5
with pictures of preferred seconds and then engage in
activities, naturally occurring the activity depicted by picture,
opportunities to make choices on 3 out of 4 occasions
and asked what do you want

37
Exercise 9 - Practice Writing The Conditions, Behavior And Criterion Sections
Of Instructional Objectives

1. Purchase Single Item

Answer
CONDITIONS BEHAVIOR CRITERION
When in a familiar grocery the student will follow the correctly and independently,
store with a picture symbol steps of the task analysis for within a reasonable period of
shopping list purchasing a single item (e.g., time as judged by the
locate section, scan shelves, instructor, on four out of five
place item in basket, take to shopping trips
cashier, and pay),

2. Follow Pictorial Activity Schedule

Answer
CONDITIONS BEHAVIOR CRITERION
Given a pictorial schedule of the student will point to a correctly and independently,
major school activities at the picture and go to the next for each daily activity, for 4 out
end of activities activity of 5 days

3. Editing Writing COPS, ,

Answer
CONDITIONS BEHAVIOR CRITERION
Given writing assignments in the student will follow the independently with less than 2
English, history and science steps of COPS (check for errors, on 4 out of 5 writing
capitalization, Overall assignments
appearance, Punctuation,
Spelling) editing strategy

38
Exercise 10 - Practice Writing Curriculum-Based Short-Term Objectives and Bench Marks

Short-Term Objectives

Student’s Level of Performance - Copies basic manuscript strokes

Goal – Will print all lower case letters in writing assignments

Short-Term objectives

Prints l, i, t, o, c, with 90% accuracy


Prints a, e, r, m, n with 90% accuracy
Prints u, s, v, w, x with 90% accuracy
Prints z, k, d, f, h with 90% accuracy
Prints b, g, y, q, p, j with 90% accuracy

Bench Marks

Student’s Level of Performance - Copies basic manuscript strokes

Goal – Will print all lower case letters in writing assignments

Bench Marks

By Nov. 15, prints l, i, t, o, c, with 90% accuracy


By January 15, prints u, s, v, w, x with 90% accuracy
By March 15, prints z, k, d, f, h with 90% accuracy
By May, 15, prints b, g, y, q, p, j with 90% accuracy

39
Exercise 11 - Practice Changing Conditions To Write Short-Term Objectives

1. Goal – Count Money

Example Answer
CONDITIONS BEHAVIOR CRITERION
Short-Term Objectives
When presented the price of an Same as final objective Same as final objective
item up to 25 cents from
vending machines and stores
When presented the price of an same same
item up to 50 cents from
vending machines and stores
When presented the price of an Same Same
item up to 75 cent from
vending machines and stores
Final Short-Term Objective
When presented the price of an will count out money equal to or greater than the
item up to a dollar from amount, within a reasonable
vending machines and stores period of time as judged by the
instructor, on 2 out of 3 occasions

2. Goal – Follows Recipes

Example Answer
CONDITIONS BEHAVIOR CRITERION
Short-Term Objectives
Given a pictorial recipe for Same as final objective Same as final objective
popcorn and necessary food
and utensils to complete a
given recipe at school
Given a pictorial recipe for Same Same
popcorn, or macaroni and
cheese and necessary food
and utensils to complete a
given recipe at school
Final Short-Term Objective
Given a pictorial recipe for the learner will follow the recipe independently, with 100%
popcorn, or macaroni and to prepare the item accuracy, completing each recipe
cheese, or a frozen dinner and in a timely manner as judged by
necessary food and utensils to the instructor, on 2 out of 3
complete a given recipe at occasions
school

40
3. Goal – Write Paragraphs

Example Answer
CONDITIONS BEHAVIOR CRITERION
Short-Term Objectives
Given assignments to write a Same as final objective Same as final objective
paragraph in language arts
Given assignments to write a Same Same
paragraph in language arts, or
social studies
Final Short-Term Objective
Given assignments to write a the student will write sentences such that there are at least four
paragraph in language arts, or sentences, one with the main
social studies, or science idea and three related to the main
idea, independently, within a
reasonable period of time as
judged by the instructor, on 2 out
of 3 assignments

4. Goal – Sight Words

Example Answer
CONDITIONS BEHAVIOR CRITERION
Short-Term Objectives
When presented 25 words from Same as final objective Same as final objective
the list of 100 words
When presented 50 words from Same Same
the list of 100 words
When presented 75 words from Same Same
the list of 100 words
Final Short-Term Objective
When presented words from the student will read words aloud correctly, at the rate of 25 words
the list of 100 basic sight per minute on 2 out of 3
words occasions

Exercise 12 - Practice Changing Behavior To Write Short-Term Objectives

1. Goal – Initiate and Sustain Social Interactions


Example Answer
CONDITIONS BEHAVIOR CRITERION
Short-Term Objectives
Same as final objective will ask “Do you want to play?” Same as final objective
Same will ask “Can I have a turn?” Same
Same will ask “What did you do last Same
night?”
Final Short-Term Objective
Given naturally occurring will ask questions such as “Do to initiate or sustain an activity for
opportunities for social you want to play?”, “Can I 2 out of 3 opportunities
interactions at school (e.g., have a turn?”, “What did you
recess, lunch, small group do last night?”
activities)

2. Goal – Reading Comprehension – RAP

41
Example Answer
CONDITIONS BEHAVIOR CRITERION
Short-Term Objectives
Same as final objective Will R ead paragraph Same as final objective
Same Will R ead paragraph, A sk Same
what is main idea & details
Final Short-Term Objective
Given reading assignments in Will R ead paragraph, A sk correctly, independently, within a
English what is main idea & details, reasonable period of time as
judged by the instructor, on 2 out
P ut in own words
of 3 occasions

3. Goal – Dressing

Example Answer
CONDITIONS BEHAVIOR CRITERION
Short-Term Objectives
Same as final objective will put arms in sleeves Same as final objective

Same will puts arm in sleeves, clasp Same


hasp
Final Short-Term Objective
Given natural opportunities to put will put arms in sleeves, clasp independently, in a time judged
on coats with zippered closures hasp, zip up reasonable by the instructor, on 4
at school out of 5 occasions

4. Goal – Purchase Single Items

Example Answer
CONDITIONS BEHAVIOR CRITERION
Short-Term Objectives
Same as final objective the student will locate section Same as final objective
with item
Same the student will locate section Same
with item, scan the shelves
Same the student will locate section Same
with item, scan the shelves,
place item in shopping basket
Final Short-Term Objective
With a picture symbol shopping the student will locate section correctly, independently, and
card representing one item to buy with item, scan the shelves, within a reasonable period of time
in a grocery store place item in shopping basket, as judged by the instructor, on 2
take to cashier and pay out of 3 shopping trips

42
Exercise 13 - Practice Changing Criterion To Write Short-Term Objectives

1. Goal – Physical Fitness

Example Answer
CONDITIONS BEHAVIOR CRITERION
Short-Term Objectives
Same as final objective Same as final objective One lap in 7 minutes on 2 out
0f 3 occasions
Same Same One lap in 6.5 minutes on 2 out
0f 3 occasions
Final Short-Term Objective
Given PE class and timed will run One lap in 6 minutes on 2 out
running 0f 3 occasions

2. Goal – Reading Comprehension

Example Answer
CONDITIONS BEHAVIOR CRITERION
Short-Term Objectives
Same as final objective Same as final objective independently, and correctly
including main character, for 2
out of 3 stories
Same Same independently, and correctly
including main character and
problem for 2 out of 3 stories
Final Short-Term Objective
Given grade level reading stories will retell reading stories independently, and correctly
including main character,
problem and resolution of
problem, for 2 out of 3 stories

3. Goal – Handwriting

Example Answer
CONDITIONS BEHAVIOR CRITERION
Short-Term Objectives
Same as final objective Same as final objective such that at least 75% meet the
legible criteria, on 3 out of 4
assignments
Same Same such that at least 85% meet the
legible criteria, on 3 out of 4
assignments
Final Short-Term Objective
Given handwriting practice will write cursive letters such that at least 95% meet the
worksheets legible criteria, on 3 out of 4
assignments

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4. Goal – Book Report

Example Answer
CONDITIONS BEHAVIOR CRITERION
Short-Term Objectives
Same asfFinal objective Same as final objective which includes three themes
from the book, for 1 novel
Same Same which includes three themes
from the book, a description of
each theme, for 1 novel
Final Short-Term Objective
Given novels of own choosing will write book report which includes three themes
from the book, a description of
each theme and three quotes
which exemplify each theme,
for 2 out 3 novels

References

Mager, R. F. (1962). Preparing Instructional Objectives. Palo Alto, California: Fearon Publication.

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