Preparing Behavioral ObjectivesChapter 3Do Now Activity.docx

Preparing Behavioral Objectives
Chapter 3
Do Now Activity
Go To the Padlet found on this website and answer the question
posted about the CEC ethical guidelines
https://padlet.com/smurphy50/njkxhx0bphwy
If they ask for a password: shipweek3
Activity Reading
Identify recent (within the last 10 years) news articles or reports
about the controversy surrounding the use of behavior-change
procedures. Some keywords you may consider using:
"behavior-change procedures", "seclusion", "restraint",
"behavior modification". Bring your findings to class. Be
prepared to present your findings to your peers, as well as
comment on the articles and reports your peers bring.
Objectives
Understand the importance of writing behavioral objectives
Know how to pinpoint and operationally define behaviors
Understand the purpose of establishing goals
Be able to address the four components of objectives and be
able to write measurable behavioral objectives
Understand levels of learning and write objectives that address
varying levels of response competence
Identify the six elements of a core IEP

Definition
Behavioral Objective: a statement that communicates a
proposed change in behavior and describes a level of
performance and serves as a basis for evaluation
Describes the behavior that should result from planned
instruction/intervention
MUST BE Clear and explicit- anyone reading the objective
should be able to understand exactly what a student is working
to accomplish
Purpose
Increase communication regarding behavioral objectives
Clarify goals and facilitate communication amongst those
involved in the program
A clearly stated target for instruction facilitates effective
programming
Ongoing evaluation and measurement enables continuous
progress monitoring and allows you to evaluate the
effectiveness of programming .
Pinpointing Behavior
refines a broad generalization into specific, observable,
measureable behaviors.
Asking a series of questions to get a clear understanding of the
targeted behavior
Could you tell me what he does?
When she does that, what does it look like?
What do you want him to do?
Examples

Look at the examples below? What questions could you ask to
get pinpoint a behavior?
1. Jessica is disruptive in class.
2. Eric is always off task.
3. John throws tantrums
4. Patti’s work is always a mess.
Pinpointing Behavior
Asking a series of questions will lead to data collection methods
and drive interventions.
If more than one targeted behavior is identified listing
behaviors by priority is also important.
Least to most interference to the child’s learning or the learning
of others.
These questions will help guide the team to a referral if deemed
necessary.
objectives
Educational Goals
Statement of annual program intent
Evolve from an accumulation of evaluation information
Objectives should be derived from these goals
Evaluation Data
Formal Sources of Evaluation Data:
School psychology
Educational achievement
Adaptive behavior
Therapeutic services
Physical health

Informal Sources of Evaluation Data:
Parents
Previous teachers
Current classroom demands
Educational Goals vs. Behavioral ObjectivesEducational
GoalsBehavioral ObjectivesStatement of annual program
intentstatements of actual instructional intentBroad TermsBreak
goal into teachable, observable and quantifiable termsLong
Term ObjectivesShort-Term Objectives
Components of a Behavioral Objective
Identify the learner
Identify the target behavior
Identify the conditions of intervention
Identify criteria for acceptable performance
Identify the Learner
INDIVIDUZLATION OF INSTRUCTION
Be speific
John will…
The 4th graders will..
Identify the Target Behavior
State what the student will do…be specific
Three basic purposes for including target behavior:
Ensures those responsible for managing the target behavior are
consistently observing the same behavior
Allows for confirmation by third party that the behavior change

actually occurred
Facilitates continuity of instruction when people other than the
teacher are involved.
Must be described so that its occurrence is verifiable
Reduces differing interpretations
The verb used to identify the behavioral response should
describe a behavior that is directly observable, measurable and
repeatable.
Use of vague terms leads to confusion and disagreement
Team must agree upon a common description of the behavior so
that if anyone was to come in and collect data there would not
be any doubt as to what the targeted behavior looks like.
Operational Definition
Operational Definitions
Description of the target behavior
Observable and measurable characteristics of the motor
performance of the behavior
Clearly stated
Examples of the target behavior
Directly Observable?

Are these verbs clear, concise and directly observable?
To repeat orally
To name
To label
To recognize
To appreciate
To discover
To understand
ISBO Test questions
Can you tell someone the behavior occurred X number of times
or for X number of mintues today? (YES)
Will a stranger know that to look for when you tell them the
definition of the targeted behavior? (YES)
Can you break down the target behavior into smaller
components? (NO)
Examples
Inappropriate vocalizations- any vocalizations that are not
teacher initiated and are disruptive to others, out of turn, or
unrelated to academic context. To include arguing, yelling,
screaming and making derogatory comments towards others (i.e.
“No. You’re stupid)
Refusal: when provided with a directive, verbally or non-
verbally declining to follow through with directive within 2
verbal prompts and includes negotiating the task, maintaining
attention to items in, on or around his desk, placing fingers in
ears as to block out sound and fidgeting with glasses.
What’s Wrong With These Objectives?
“Charles will expand his knowledge of the U.S. capitols.”
“Laura will gain an appreciation of friendships and will get

along with her peers.”
Steven will learn the vocabulary words presented in the Acme
reader.”
When presented with menu, Alan will order a meal.”
For three weeks, Jackson will get out of bed on time.”
Beatrice will be ready for bed each night for 1 month.”
“After watching the nightly news, Madeline will work on her
homework for 1 hour
Identify the Conditions of Intervention
Conditions are antecedent stimuli related to the target behavior.
Instructions
Materials
Setting
Types of assistance
Helps to assure that all aspects of the learning experience will
be consistently reproduced.
Identify the Conditions of Intervention
Includes a statement of the conditions
Verbal request or instructions
Josh, pick up the blue cup.
Written instructions or format
Draw a line to the items that match.
Demonstration
This is how you pick up the blue cup.
Materials to be used
Blue cup, red cup
Worksheet with ten items that match.
Environmental setting or timing
In the lunchroom
During independent work time
Manner of assistance
Independent

With partial physical assistance
With verbal prompts
Examples
Given an array of materials containing….
Given the manual sign for “toilet”….
Given the use a thesaurus and written instructions…
Identify Criteria for Acceptable Performance
Criterion statements set minimum performance standards
Types of Criterion statements:
Number or Percentage of Correct Responses
Duration – length of time student performs the behavior
Latency – length of time between the instruction and student
performs the behavior
Criterion statements should be based on the following:
Nature of the content
Abilities of the students
Learning opportunities to be provided
Format of a Behavioral Objective
Format 1:
Student: Jessica
Behavior: will raise her hand and wait to be called on before
calling out
Criterion: 100% of opportunities during a 20-minute lecture
period.
Format 2:
Student: Jordan
Behavior: will count orally by fives
Condition: when presented with five dollar bills with 100%

accuracy for 3 consecutive opportunities.
Expanding the Scope of the Basic Behavioral Objectives
If the objective is “mastered” is it really “mastered”?
Can the student perform the behavior in circumstances different
from the initial teaching environment?
Functional Behaviors
Performed under different conditions
Different criteria
Absence of Sr+ contingencies
Two possible perspectives….
Hierarchy of Response Competence
Increasing functional
use of a response
Hierarchy of Levels of Learning (Bloom, 1956)
Increasing functional
use of a behavior
Generalization
Maintenance
Fluency
Acquisition
Evaluation
Synthesis
Analysis
Application

Comprehension
Knowledge
3-14
29
Acquisition- verify the presence of the ability to do something
Fluency-The rate at which they perform the behavior
Maintenance-the ability to perform a response over time without
reteaching
Generalization- perform and adapt if necessary under conditions
different from those in place during acquisition.
Maintenance-the ability to perform a response over time without
reteaching
Promoted through overlearning
Repeated practice after an objective has been initially
accomplished (50% of the number of trials required for
acquisition)
Generalization- perform and adapt if necessary under conditions
different from those in place during acquisition.
Different instructors, settings, materials.
Hierarchy of Levels of Learning
Cognitive, affective and pscyhomotor areas

Classify possible learning outcomes in terms of increasingly
abstract levels
Helpful in writing objectives in behavioral terms because they
suggest observable, measureable behaviors that may occur as a
result of simple and complex learning.
Six Levels of learning
Hierarchy of Levels of Learning
Knowledge-recall or recognition of information
Comprehension-paraphrasing /providing examples
Application-method, concept or theory in various concrete
methods
Analysis-break down material into its parts
Synthesis-bring parts together, resulting in a different, original
or creative whole
Evaluation- make a judgement of value.
Six Elements of the IEP
A statement of the student’s present levels of educational
performance
A statement of measurable annual goals, including short-term
objectives for students with significant disabilities
short‑term objective, person responsible, criteria for mastery,
and review date
Appropriate objective criteria and evaluation procedures and
schedules for evaluating progress toward criteria.
A statement of the specific special education and related
services to be provided to the student
Projected dates for initiation of services and the anticipated
duration of the services
The extent to which the students will be able to participate in
general education programs, and any modifications or
accommodations necessary to enable that participation
3-15

34
Belief Paper example
My Belief Handout
I believe that Jorma Kaukonen is the best guitarist.
I believe this because…
He is really good at guitar.
He started the band Hot Tuna.
He was in the band Jefferson Airplane.
He is widely praised by other musicians.
He helped to write the famous song White Rabbit.
He wrote the song Genesis.
Belief Turned into Argument
1. Jorma Kaukonen has written beautiful songs.
2. He was trained classically.
3. He has been in two critically-acclaimed bands.
Thus, Kaukonen is the best guitarist.
But is my argument deductive or inductive?

The Added Premise Makes My Argument Deductive
1. Anyone who has written beautiful songs, was classically
trained, and has been in two critically-acclaimed bands is one of
the best guitarists.
2. Jorma Kaukonen has written beautiful songs.
3. He was trained classically.
4. He has been in two critically-acclaimed bands.
Thus, Kaukonen is one of the best guitarists.
My Belief Handout (2nd example)
I believe Trump will be impeached.
I believe this because…
He has attacked judges.
He has attacked other republicans.
He has attacked democrats.
He has not released his tax returns.
He may have financial ties to Russia.
He has made verifiably false claims.
Belief Turned into Argument
1. Trump has attacked members of both parties and other
branches of government.
2. His financial situation has not been disclosed to the public.
3. He has made verifiably false claims.
Trump will be impeached.
But is my argument inductive or deductive?

Changing the Wording Makes My Argument Inductive
1. Trump has attacked members of both parties and other
branches of government.
2. His financial situation has not been disclosed to the public.
3. He has made verifiably false claims.
Trump will likely be impeached.
Note that I could add an additional premise, but adding “likely”
also works.
Belief Paper 1 Outline
Part 1: Construct an argument from your belief: Take a look at
the belief worksheet you did in
class. Remember that a belief can be seen as a subjective
acceptance of a claim. Write out your
belief more formally and any reasons you have for it, all in
premise/conclusion format. Read that
again, I said premise/conclusion format, exactly as it’s
discussed in the reader. Your belief is
the conclusion, and the reasons you have to believe it are the
premises. Next, explain and clarify
each of your premises/reasons. You can add, subtract, or modify
premises that you put on the
worksheet. Each premise should be fully explained and

addressed in a separate paragraph.
Note that if some of your premises are based on faith or
personal experiences, they still
require some explanation/clarification. For example, if one of
your reasons for believing in God
is faith, then you should consider that your faith may conflict
with others’ faith. Does your faith
establish that God exists for everyone, or just for you? The
same goes for personal experiences
since they can also conflict with others’ experiences and with
scientific evidence. People can
draw different conclusions from very similar experiences.
If your premises refer to outside sources (like studies or
articles), you should cite them
according to MLA, APA, or CMS formatting.
You may also need to define terms in your premises and
conclusion. Words like God, the
soul, democracy, evil, selfishness, and many more, are not often
clearly defined.
Part 2: Categorize your argument as inductive or deductive: As
discussed in the course reader,
an inductive argument is based on the likelihood of the
conclusion given the premises; a
deductive argument is based on the certainty of the conclusion
given the premises. Take a look at
your premises and conclusion together, and determine if your
argument is inductive or deductive.
Make sure to explain in detail why your reasoning fits the
category it does. This will help me to
see that you understand the categories and the nature of your
own reasoning.
Very important note about part 2!: Are you going to say that
your belief is deductive
because you are certain of your premises? Or inductive because

you are not certain of your
premises? If so, you will lose points. The probability of
inductive reasoning refers to the whole
argument, to the relationship between premises and conclusion.
It does not refer to individual
feelings of certainty about particular premises, or to the
premises themselves. The same is true of
deductive arguments and certainty. If this is not clear, reread
Two Types of Reasoning from the
course reader.
To put it simply, if your premises prove the truth of your
conclusion, then your argument
is deductive. But if your premises only support your conclusion,
then your argument is inductive.
What should the final product look like?: You should turn in a
2-3 page, double-spaced, 12-point
font paper that addresses parts 1 and 2 above. There is no need
to write a formal introduction and
conclusion. Please begin your paper by clearly stating your
argument in premise/conclusion
format. Then move on to parts 1 and 2.
How will you grade my paper?: I will not be grading you on
your opinion, but on the following
criteria:
• Organization: The paper has a logical flow where each
paragraph contributes to the
next. The paper is succinct and defines terms clearly.
• Understanding: The paper exhibits a thorough understanding
of the type of reasoning
being discussed, accurately and clearly presenting it.

• Connections: The paper makes accurate and apt connections
between the argument
from the belief and the type of reasoning discussed.
• Format: The paper is flawlessly presented, with no spelling
errors or grammar errors. It
properly references the ideas and words of others, and is
presented in the form
stipulated either by APA, MLA, or CMS.
Important Notes: It is not always easy to subject our beliefs to
judgment, which is partly what
you're doing with this assignment. If you're uncomfortable with
discussing a more personal
belief, don't discuss it. Instead, discuss another belief that you
are less emotionally attached to.
On the other hand, if your deep personal belief is truly strong,
what are you afraid of?
Operational Definition of Behavior
The behavior of interest is referred to as the target behavior.
This is the behavior that is impeding the learning of the student
and/or the learning of others. This will also be referred to as
the problem behavior. Before we can assess the target behavior
we need to define the behavior is observable and measurable

terms. An operational definition of behavior describes what the
behavior or behaviors of interest look like in a way that is
observable, measurable, and repeatable.
Identify and define the target behavior for your student below.
Use the format as listed below and remember to make sure the
behavior can pass the DEAD MAN’S TEST.When finished save
and upload this document to the corresponding drop box.
Target Behavior
Name of Target Behavior: write your operational definition
here. Remember to describe your behavior of concern in a way
that is observable, measurable and repeatable.
Identify the Four IEP Components
Objectives: Using the color key. Identify the four components
of each objective. Learner (Yellow), Target Behavior(Green),
Condition(Blue), Criteria for performance (Purple)
H 3.1
1. Given a 15-minute period, and an array of objects to
manipulate, Tabitha will bring her hand to her mouth no more
than a total of three minutes for three consecutive sessions.
2. When two photographs are held in front of Ed, and he is
asked to “show me the _____, “ he will eye-point to the correct
picture 80% of the trials over a one-month period for each of
four pictures (ball, cut, bed, dish).
3. During structured independent workshop, Michael will
remain on task without verbalizations or vocalizations, unless a
request for assistance is needed, for 90% of the workshop
period, for five consecutive days.

4. Given 36 known grocery terms and 8 grocery store
department printed flash cards, Rob will independently match
all grocery terms to the appropriate grocery store department,
100% correct for three consecutive sessions.
5. Given three empty egg cartons and thirty-six 1" cubes, Daniel
will place the empty cubes in the empty pockets when the cube
is placed in front of him with the verbal cue “Look Daniel,”
with 85% accuracy for five consecutive days.
6. Austin’s inappropriate screaming behavior during the school
day will be decreased 90% of the baseline mean for five
consecutive sessions.
7. When given a mathematic ditto, Ellen will complete 80% of
the ditto before seeking reinforcement from the teacher for five
consecutive sessions.
8. Given the periods’ morning group, lunch, afternoon group, Al
will laugh inappropriately no more than one time after hearing
the verbal cue “Al that’s inappropriate” (this cue will be given
after the first incident of laughter during each period) for 15/15
sessions.
9. When given a worksheet, Hannah will be able to complete
accurately, 30 problems within a 20-minute period for five
consecutive math sessions.
10. When presented with 25 new spelling words on Monday and

a spelling test on Friday, Sarah will write her spelling words 5
times per day for 4 days each week independently with no more
than one error per day.
Applied Behavior Analysis
Week 3 Activities
Readings
1. Read the chapter in your text aligning to Preparing
Behavioral Objectives.
2. Read Chapter 2 of Bailey, J. S., & Burch, M. (2011). Ethics
for behavior analysts, 2nd expanded edition. New York, NY:
Taylor & Francis. You can access this eBook at the
Shippensburg University digital library. Ask a librarian for help
if you cannot find it.
Activities:
1. Complete the Identifying four components worksheet and
submit to dropbox.
2. Identify the target behavior for your student and
operationally define the target behavior. Submit to Dropbox.

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