INSTRUCTIONAL GOALS AND OBJECTIVES:
LEARNING ACTIVITIES
Wes Williams
Special Education Program
499B Waterman Building
University of Vermont
Burlington, VT 05405
January 2004
1
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………………………….
COMMON PROBLEMS WITH GOALS………………………………………………….
10
11
Exercise 3 - Goal Critique………………………………………………………….
12
Exercise 4 - Practice Writing Goals……………………………………………
13
SECTION II – INSTRUCTIONAL OBJECTIVES. …….…….……
INSTRUCTIONAL OBJECTIVES: CONDITIONS, BEHAVIOR AND CRITERION..
14
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
2
Sections Of Instructional Objectives …………………………………………
SECTION III – SHORT-TERM OBJECTIVES…………………….
A FRAMEWORK FOR WRITING SHORT-TERM OBJECTIVES………………….…
CURRICULUM-BASED SHORT TERM
OBJECTIVE………………………………….
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21
21
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Time Telling Short-Term Objectives Example ………………………………
23
Time Telling Benchmarks Example …………………………………..………..
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Exercise 10 - Practice Writing Short term Objectives and Benchmarks..
CREATING SHORT-TERM OBJECTIVES BY CHANGING CONDITIONS,
BEHAVIOR OR CRITERIA…………………………………..………..…………………
Exercise 11 - Practice Changing Conditions To Write Short-Term
Objectives ……………………………………………………………….................
Exercise 12 - Practice Changing Behavior To Write Short-Term Objective
…………………………………………………………….................…
Exercise 13 - Practice Changing Criterion To Write Short-Term Objectives
..………………………………………………………………..............
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29
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33
EXERCISE ANSWERS……………………………………………………………………
Exercise 1 - Which Statements Represent Directly Observable
Behaviors…………………………………………………………………
Exercise 2 - Rewrite The Goals To Include The Context………………………...
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35
Exercise 3 - Goal Critique………………………………………………………..…….
Exercise 5 - Practice Writing The Conditions Section Of Instructional
Objectives………………………………………………………………...
35
Exercise 6 - Practice Writing The Behavior Section Of Instructional
Objectives……………………………………………………………..….
36
Exercise 7 - Practice Writing The Criterion Section Of Instructional
Objectives……………………………………………………………..….
36
Exercise 8 - Practice Writing The Conditions And Criterion Sections Of
Instructional Objectives………………………………………………..
37
Exercise 9 - Practice Writing The Conditions, Behavior And Criterion
Sections Of Instructional Objectives ………………………………
38
Exercise 10 - Practice Writing Curriculum- Based Short-term Objectives and
Benchmarks ………………………………………………………
39
Exercise 11 - Practice Changing Conditions To Write Short-Term Objectives
………………………………………………………….……
40
Exercise 12 - Practice Changing Behavior To Write Short-Term Objectives..
Exercise 13 - Practice Changing Criterion To Write Short-Term Objectives..
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43
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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.
4
Goal - Will point to pictures on a pictorial activity schedule to transition between activities at
school
Objective
CONDITIONS
Given a pictorial schedule of
major school activities, at the end
of each activity
BEHAVIOR
the student will point to the
picture of the next activity and go
to the activity
CRITERION
correctly and independently, in a
reasonable period of time as
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 nonoccurrence. 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
To Read Orally
To Shade
To Say
To Point To
To Remove
To Retell Orally
Not Directly Observable
To Distinguish
To Develop
To Recognize
To Be Aware
To Become Competent
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.
5
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.
6
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
8
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
Specifies Directly Observable Behavior
Is Parent Friendly – No Jargon
Specifies The Context
2. Goal –
Specifies What Will Be Learned
Specifies Directly Observable Behavior
Is Parent Friendly – No Jargon
Specifies The Context
3. Goal –
Specifies What Will Be Learned
Specifies Directly Observable Behavior
Is Parent Friendly – No Jargon
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
Materials - Given pictorial
recipes for macaroni and cheese,
popcorn, and TV dinners, and
necessary food and utensils to
complete a given recipe Where at school and home
BEHAVIOR
the learner will follow the steps in
the recipes to prepare the items
CRITERION
Level Of Independenceindependently, Level of
Accuracy – with 100% accuracy,
Rate – completing each recipe in
a timely manner as judged by the
instructor, Over time – on 3 out
of 4 occasions
14
Goal – Social Skills - Will take turns while speaking with others across interactions in a variety of
settings
CONDITIONS
Where - During small group
activities, and class discussions
at school and dinner time at
home
BEHAVIOR
the student will take turns while
others speak
CRITERION
Level Of Independence without any prompting, Over time
– on 4 out of 5 opportunities
Goal – Write Paragraphs - Will write paragraphs with main ideas and supporting ideas across
writing assignments in content areas
CONDITIONS
Cue To Perform - Given
assignments to write a paragraph
Where - in language arts, social
studies and science and
Materials - the necessary writing
materials
BEHAVIOR
the student will write sentences
CRITERION
such that there Level of
Accuracy - are at least four
sentences, one with the main
idea and three related to the main
idea, Level Of Independenceindependently, 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
the student will take turns while
others speak
CRITERION
without any prompting, on 4 out
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
During small group activities
and class discussions at
school
BEHAVIOR
the student will take turns while
others speak
CRITERION
without any prompting, on 4 out
of 5 opportunities
15
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
the student will point to an item
CRITERION
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
the student will write answers
CRITERION
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
will greet co-workers
CRITERION
independently, within 2 seconds,
on 4 out of 5 occasions
16
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
When in cooperative group
activities and in need of
assistance
BEHAVIOR
CRITERION
from nearby teammates,
unprompted, on 4 out of five
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
When given regular opportunities
to play table games with peers
BEHAVIOR
CRITERION
correctly and independently on 4
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
When presented a list of 100
basic words on index cards
BEHAVIOR
CRITERION
correctly, within three seconds
after presentation, on 2 out of 3
occasions
17
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
Given situations which involve
eating soft food (e.g., pudding)
with a spoon
BEHAVIOR
will follow steps in task analysis
for eating with spoon (e.g., scoop
food, bring to mouth)
CRITERION
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
Given grade level reading stories
BEHAVIOR
will retell reading stories
CRITERION
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
Given handwriting practice
worksheets, and writing
assignments in the content areas
which require 100 or more letters
BEHAVIOR
will write cursive letters
CRITERION
18
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
will write a book report
CRITERION
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
will follow steps of task analysis
for putting on putting on zippered
coats (e.g., pick up coat, put
arms in sleeves, zip up)
CRITERION
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
will point to a picture
CRITERION
19
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
20
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
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
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
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
MANUSCRIPT HANDWRITING
Basic Manuscript Strokes
1. Grasps pencil correctly
2. Traces basic manuscript strokes
3. Copies basic manuscript strokes
Lower Case Letters
4. Prints l, i, t, o, c,
5. Prints a, e, r, m, n,
6. Prints u, s, v, w, x,
7. Prints z, k, d, f, h,
8. Prints b, g, y, q, p, j
Upper Case Letters
9. Prints L. I, T, H, E
10. Prints F, O, C, G, Q
12. Prints W, X, Y, Z, B,
13. Prints R, D, P, S, J, U
21
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
22
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
23
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
24
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
Final Short-Term Objective
During small group activities,
class discussions, and class
meetings at school
BEHAVIOR
the student will take turns while
others speak
CRITERION
independently, on 2 out of 3
opportunities
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
Short-Term Objectives
During small group activities at
school
During small group activities
and class discussions at
school
Final Short-Term Objective
During small group activities,
class discussions, and class
meetings at school
BEHAVIOR
CRITERION
Same as final short-term
objective
Same
Same as final short-term
objective
Same
the student will take turns while
others speak
independently, on 2 out of 3
opportunities
What aspect of the condition sections of the short-term objectives was changed?
25
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
Short-Term Objectives
Same as final short-term
objective
Same
Final Short-Term Objective
Given job training sites in the
community on a bus route
BEHAVIOR
CRITERION
Will get to work training site
Same as final short-term
objective
Will get to work training site,
complete assigned jobs
Same
Will get to work training site,
complete assigned jobs, and
return to school
correctly, independently, within a
reasonable period of time as
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
Short-Term Objectives
Same as final short-term
objective
Same as final short-term
objective
Same
Same
Same
Same
Final Short-Term Objective
Given a one minute timed test on
50 one-digit problems in the form
(X – Y = Z)
BEHAVIOR
the student will write answers
CRITERION
at a rate of 10 problems per
minute, with 90% correct on 2
out of 3 occasions
at a rate of 15 problems per
minute, with 90% correct on 2
out of 3 occasions
at a rate of 20 problems per
minute, with 90% correct on 2
out of 3 occasions
at a rate of 25 problems per
minute, with 90% correct on 2
out of 3 occasions
What aspect of the criterion sections of the short-term objectives was changed?
26
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
Short-Term Objectives
BEHAVIOR
CRITERION
Same as final short-term
objective
Same as final short-term
objective
Same
Same
Same
Same
Final Short-Term Objective
When presented the price of an will count out money
item up to a dollar from
vending machines and stores
equal to or greater than the
amount, within a reasonable
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
Short-Term Objectives
Final Short-Term Objective
Given a pictorial recipe for a
frozen dinner or popcorn or
macaroni and cheese and
necessary food and utensils to
complete a given recipe at
school
BEHAVIOR
CRITERION
Same as final short-term
objective
Same as final short-term
objective
Same
Same
the learner will follow the recipe
to prepare the item
independently, with 100%
accuracy, completing each recipe
in a timely manner as judged by
the instructor, on 2 out of 3
occasions
27
3. Goal – Write Paragraphs - Will write paragraphs with main and supporting ideas across
writing assignments in content areas
CONDITIONS
Short-Term Objectives
Final Short-Term Objective
Given assignments to write a
paragraph in science or
language arts or social studies
BEHAVIOR
CRITERION
Same as final short-term
objective
Same as final short-term
objective
Same
Same
the student will write sentences
such that there are at least four
sentences, one with the main
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
Short-Term Objectives
Final Short-Term Objective
When presented words from
the list of 100 basic sight
words
BEHAVIOR
CRITERION
Same as final short-term
objective
Same as final short-term
objective
Same
Same
Same
Same
the student will read words aloud
correctly, at the rate of 25 words
per minute on 2 out of 3
occasions
28
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
Short-Term Objectives
Same as final short-term
objective
BEHAVIOR
CRITERION
Same as final short-term
objective
Same
Same
Same
Same
Final Short-Term Objective
Given naturally occurring
opportunities for social
interactions at school (e.g.,
recess, lunch, small group
activities)
will ask questions such as “Do
you want to play?”, “Can I
have a turn?”, “What did you
do last night?”
to initiate or sustain an activity for
2 out of 3 opportunities
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
Short-Term Objectives
Same as final short-term
objective
BEHAVIOR
Same as final short-term
objective
Same
Final Short-Term Objective
Given reading assignments in
English
CRITERION
Same
Will R ead paragraph, A sk
what is main idea & details,
P ut in own words
correctly, independently, within a
reasonable period of time as
judged by the instructor, on 2 out
of 3 occasions
29
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
Short-Term Objectives
Same as final short-term
objective
BEHAVIOR
Same as final short-term
objective
Same
Final Short-Term Objective
Given natural opportunities to put
on coats with zippered closures
at school
CRITERION
Same
will put arms in sleeves, clasp
hasp, zip up
independently, in a time judged
reasonable by the instructor, on 4
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
Short-Term Objectives
Same as final short-term
objective
BEHAVIOR
CRITERION
Same as final short-term
objective
Same
Same
Same
Same
Final Short-Term Objective
With a picture symbol shopping
the student will locate section
card representing one item to buy with item, scan the shelves,
in a grocery store
place item in shopping basket,
take to cashier and pay
correctly, independently, and
within a reasonable period of time
as judged by the instructor, on 2
out of 3 shopping trips
30
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
Short-Term Objectives
Same as final short-term
objective
Same as final short-term
objective
Same
Same
Final Short-Term Objective
Given PE class and timed
running
will run
2.
BEHAVIOR
CRITERION
One lap in 6 minutes on 2 out
0f 3 occasions
Goal – Reading Comprehension - Will retell reading stories across reading assignments
CONDITIONS
Short-Term Objectives
Same as final short-term
objective
BEHAVIOR
Same as final short-term
objective
Same
Same
Final Short-Term Objective
Given grade level reading stories
will retell reading stories
CRITERION
independently, and correctly
including main character,
problem and resolution of
problem, for 2 out of 3 stories
31
3. Goal – Handwriting – Will write legible cursive letters across writing assignments
CONDITIONS
Short-Term Objectives
Same as final short-term
objective
BEHAVIOR
Same as final short-term
objective
Same
Same
Final Short-Term Objective
Given handwriting practice
worksheets
will write cursive letters
CRITERION
such that at least 95% meet the
legible criteria, on 3 out of 4
assignments
4. Goal – Book Report – Will write book reports across novels
CONDITIONS
Short-Term Objectives
Same as final short-term
objective
BEHAVIOR
Same as final short-term
objective
Same
Same
Final Short-Term Objective
Given novels of own choosing
will write book report
CRITERION
which includes three themes
from the book, a description of
each theme and three quotes
which exemplify each theme,
for 2 out 3 novels
32
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
11. Will “label” letter sounds to sound out words
Directly Observable Yes X
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
33
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
34
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
When in a restaurant or at
the student will point to an item
lunch at school with a pictorial
menu of three items and asked
what do you want
CRITERION
independently, within 5 second,
on 4 out of 5 occasions
2. Subtraction Facts
Answer
CONDITIONS
When given 50 one-digit
problems in the form (X – Y =
Z)
BEHAVIOR
the student will write answers
CRITERION
to each problem, within a 2
minute period, making no more
than five errors (90% correct),
35
3. Greet Co-Workers
Answer
CONDITIONS
Upon first encountering coworkers at her/ his community
work-training site
BEHAVIOR
will greet co-workers
CRITERION
independently, within 2 seconds,
on 4 out of 5 occasions
Exercise 6 - Practice Writing The Behavior Section Of Instructional Objectives
1. Seek Assistance From Teammates
Answer
CONDITIONS
When in cooperative group
activities and in need of
assistance
BEHAVIOR
will ask for help
CRITERION
from nearby teammates,
unprompted, on 4 out of five
occasion
BEHAVIOR
will perform steps in playing
table games (e.g., roll the dice)
CRITERION
correctly and independently on 4
out of 5 occasions
BEHAVIOR
the student will read words
aloud
CRITERION
correctly, within three seconds
after presentation, on 2 out of 3
occasions
2. Play Table Games
Answer
CONDITIONS
When given regular opportunities
to play three different table
games with peers
3. Sight Words
Answer
CONDITIONS
When presented a list of 100
basic words on index cards
Exercise 7 - Practice Writing The Criterion Section Of Instructional Objectives
1. Eat With Spoon
Answer
CONDITIONS
Given situations which involve
eating soft food (e.g., pudding)
with a spoon
BEHAVIOR
will follow steps in task analysis
for eating with spoon (e.g., scoop
food, bring to mouth)
CRITERION
independently, without
spillage, on 4 out of 5
occasions
36
2. Reading Comprehension
Answer
CONDITIONS
Given grade level reading stories
BEHAVIOR
will retell reading stories
CRITERION
independently, and correctly
including main character,
problem and resolution of
problem, for 3 out of 4 stories
BEHAVIOR
will write cursive letters
CRITERION
such that at least 95% meet the
legible criteria, on 3 out of 4
assignments
3. Handwriting
Answer
CONDITIONS
Given handwriting practice
worksheets, and writing
assignments in the content areas
which require 100 or more letters
Exercise 8 - Practice Writing The Conditions And Criterion Sections Of Instructional
Objectives
1. Book Report
Answer
CONDITIONS
Given novels of own choosing
BEHAVIOR
will write a book report
CRITERION
which includes three themes
from the book, a description of
each theme and three quotes
which exemplify each theme,
for 2 out 3 novels
BEHAVIOR
will follow steps of task analysis
for putting on putting on zippered
coats (e.g., pick up coat, put
arms in sleeves, zip up)
CRITERION
independently, in a time judged
reasonable by the instructor,
on 4 out of 5 occasions
BEHAVIOR
will point to a picture
CRITERION
independently, within 5
seconds and then engage in
the activity depicted by picture,
on 3 out of 4 occasions
2. Dressing
Answer
CONDITIONS
Given natural opportunities at
school and at home to put on
coats with zippered closures
3. Indicate Choice
Answer
CONDITIONS
Given a communication board
with pictures of preferred
activities, naturally occurring
opportunities to make choices
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
When in a familiar grocery
store with a picture symbol
shopping list
BEHAVIOR
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),
CRITERION
correctly and independently,
within a reasonable period of
time as judged by the
instructor, on four out of five
shopping trips
2. Follow Pictorial Activity Schedule
Answer
CONDITIONS
Given a pictorial schedule of
major school activities at the
end of activities
BEHAVIOR
the student will point to a
picture and go to the next
activity
CRITERION
correctly and independently,
for each daily activity, for 4 out
of 5 days
BEHAVIOR
the student will follow the
steps of COPS (check for
capitalization, Overall
appearance, Punctuation,
Spelling) editing strategy
CRITERION
independently with less than 2
errors, on 4 out of 5 writing
assignments
3. Editing Writing COPS, ,
Answer
CONDITIONS
Given writing assignments in
English, history and science
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
Short-Term Objectives
When presented the price of an
item up to 25 cents from
vending machines and stores
When presented the price of an
item up to 50 cents from
vending machines and stores
When presented the price of an
item up to 75 cent from
vending machines and stores
Final Short-Term Objective
When presented the price of an
item up to a dollar from
vending machines and stores
BEHAVIOR
CRITERION
Same as final objective
Same as final objective
same
same
Same
Same
will count out money
equal to or greater than the
amount, within a reasonable
period of time as judged by the
instructor, on 2 out of 3 occasions
2. Goal – Follows Recipes
Example Answer
CONDITIONS
Short-Term Objectives
Given a pictorial recipe for
popcorn and necessary food
and utensils to complete a
given recipe at school
Given a pictorial recipe for
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
popcorn, or macaroni and
cheese, or a frozen dinner and
necessary food and utensils to
complete a given recipe at
school
BEHAVIOR
CRITERION
Same as final objective
Same as final objective
Same
Same
the learner will follow the recipe
to prepare the item
independently, with 100%
accuracy, completing each recipe
in a timely manner as judged by
the instructor, on 2 out of 3
occasions
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3. Goal – Write Paragraphs
Example Answer
CONDITIONS
Short-Term Objectives
Given assignments to write a
paragraph in language arts
Given assignments to write a
paragraph in language arts, or
social studies
Final Short-Term Objective
Given assignments to write a
paragraph in language arts, or
social studies, or science
BEHAVIOR
CRITERION
Same as final objective
Same as final objective
Same
Same
the student will write sentences
such that there are at least four
sentences, one with the main
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
Short-Term Objectives
When presented 25 words from
the list of 100 words
When presented 50 words from
the list of 100 words
When presented 75 words from
the list of 100 words
Final Short-Term Objective
When presented words from
the list of 100 basic sight
words
BEHAVIOR
CRITERION
Same as final objective
Same as final objective
Same
Same
Same
Same
the student will read words aloud
correctly, at the rate of 25 words
per minute on 2 out of 3
occasions
Exercise 12 - Practice Changing Behavior To Write Short-Term Objectives
1. Goal – Initiate and Sustain Social Interactions
Example Answer
CONDITIONS
Short-Term Objectives
Same as final objective
Same
Same
Final Short-Term Objective
Given naturally occurring
opportunities for social
interactions at school (e.g.,
recess, lunch, small group
activities)
BEHAVIOR
CRITERION
will ask “Do you want to play?” Same as final objective
will ask “Can I have a turn?”
Same
will ask “What did you do last
Same
night?”
will ask questions such as “Do
you want to play?”, “Can I
have a turn?”, “What did you
do last night?”
to initiate or sustain an activity for
2 out of 3 opportunities
2. Goal – Reading Comprehension – RAP
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Example Answer
CONDITIONS
Short-Term Objectives
Same as final objective
Same
Final Short-Term Objective
Given reading assignments in
English
BEHAVIOR
CRITERION
Will R ead paragraph
Same as final objective
Will R ead paragraph, A sk
what is main idea & details
Same
Will R ead paragraph, A sk
what is main idea & details,
P ut in own words
correctly, independently, within a
reasonable period of time as
judged by the instructor, on 2 out
of 3 occasions
3. Goal – Dressing
Example Answer
CONDITIONS
Short-Term Objectives
Same as final objective
Same
Final Short-Term Objective
Given natural opportunities to put
on coats with zippered closures
at school
BEHAVIOR
CRITERION
will put arms in sleeves
Same as final objective
will puts arm in sleeves, clasp
hasp
Same
will put arms in sleeves, clasp
hasp, zip up
independently, in a time judged
reasonable by the instructor, on 4
out of 5 occasions
4. Goal – Purchase Single Items
Example Answer
CONDITIONS
Short-Term Objectives
Same as final objective
Same
Same
BEHAVIOR
the student will locate section
with item
the student will locate section
with item, scan the shelves
the student will locate section
with item, scan the shelves,
place item in shopping basket
Final Short-Term Objective
With a picture symbol shopping
the student will locate section
card representing one item to buy with item, scan the shelves,
in a grocery store
place item in shopping basket,
take to cashier and pay
CRITERION
Same as final objective
Same
Same
correctly, independently, and
within a reasonable period of time
as judged by the instructor, on 2
out of 3 shopping trips
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Exercise 13 - Practice Changing Criterion To Write Short-Term Objectives
1. Goal – Physical Fitness
Example Answer
CONDITIONS
Short-Term Objectives
Same as final objective
Same as final objective
Same
Same
Final Short-Term Objective
Given PE class and timed
running
will run
BEHAVIOR
CRITERION
One lap in 7 minutes on 2 out
0f 3 occasions
One lap in 6.5 minutes on 2 out
0f 3 occasions
One lap in 6 minutes on 2 out
0f 3 occasions
2. Goal – Reading Comprehension
Example Answer
CONDITIONS
Short-Term Objectives
Same as final objective
Same as final objective
Same
Same
Final Short-Term Objective
Given grade level reading stories
will retell reading stories
BEHAVIOR
CRITERION
independently, and correctly
including main character, for 2
out of 3 stories
independently, and correctly
including main character and
problem for 2 out of 3 stories
independently, and correctly
including main character,
problem and resolution of
problem, for 2 out of 3 stories
3. Goal – Handwriting
Example Answer
CONDITIONS
Short-Term Objectives
Same as final objective
Same as final objective
Same
Same
Final Short-Term Objective
Given handwriting practice
worksheets
will write cursive letters
BEHAVIOR
CRITERION
such that at least 75% meet the
legible criteria, on 3 out of 4
assignments
such that at least 85% meet the
legible criteria, on 3 out of 4
assignments
such that at least 95% meet the
legible criteria, on 3 out of 4
assignments
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4. Goal – Book Report
Example Answer
CONDITIONS
Short-Term Objectives
Same asfFinal objective
Same as final objective
Same
Same
Final Short-Term Objective
Given novels of own choosing
will write book report
BEHAVIOR
CRITERION
which includes three themes
from the book, for 1 novel
which includes three themes
from the book, a description of
each theme, for 1 novel
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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