Which would be an appropriate IEP goal for Andrea, a fourth-grade student identified with an emotional disability?

Which would be an appropriate IEP goal for Andrea, a fourth-grade student identified with an emotional disability?

• A. Andrea will not attend school if she feels that she might get into trouble that day
• B. Andrea will raise her hand and wait for permission to speak during class
• C. Andrea will make more friends
• D. Andrea will not yell at other students

Answer: (B)

Focusing on observable, teachable behavior that supports classroom participation is the key idea here. For a fourth grader with an emotional disability, an IEP goal should specify a concrete action the student can perform and that teachers can reliably measure. The option where Andrea raises her hand and waits for permission to speak during class fits this well. It defines a specific, positive behavior that replaces impulsive calling out, promotes self-regulation, and can be easily tracked—counts of successful hand-raising moments, or instances where she speaks only after being given the cue, within a set time frame or number of class periods. This kind of goal is actionable, directly related to classroom participation, and allows progress monitoring. By contrast, the other options are less suitable. A statement about avoiding school if trouble might arise describes avoidance rather than building a skill or promoting active engagement. A goal like “make more friends” is too vague and hard to measure in objective, school-wide terms. A goal about not yelling lacks a concrete replacement behavior and clear criteria for success, making it harder to teach and monitor progress in the classroom setting.

Focusing on observable, teachable behavior that supports classroom participation is the key idea here. For a fourth grader with an emotional disability, an IEP goal should specify a concrete action the student can perform and that teachers can reliably measure. The option where Andrea raises her hand and waits for permission to speak during class fits this well. It defines a specific, positive behavior that replaces impulsive calling out, promotes self-regulation, and can be easily tracked—counts of successful hand-raising moments, or instances where she speaks only after being given the cue, within a set time frame or number of class periods. This kind of goal is actionable, directly related to classroom participation, and allows progress monitoring.

By contrast, the other options are less suitable. A statement about avoiding school if trouble might arise describes avoidance rather than building a skill or promoting active engagement. A goal like “make more friends” is too vague and hard to measure in objective, school-wide terms. A goal about not yelling lacks a concrete replacement behavior and clear criteria for success, making it harder to teach and monitor progress in the classroom setting.