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Behavior charts that actually get used.
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152 charts across 14 categories. No account required to print.
Behavior Chart
Student: Alex
Mon
Tue
Wed
Thu
Fri
Follow directions the first time given
Stay on task during independent work
Keep hands, feet, and objects to self
Reward: Extra recess time
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PBIS
Be respectful to adults and peersBe responsible for personal belongingsBe safe in the hallway and classroomFollow directions the first time givenUse kind words and actionsMake positive choices during free timeShow honesty and integrityTake responsibility for mistakesHelp others without being askedShow good sportsmanship during gamesWalk quietly in the hallwayKeep hands, feet, and objects to self
Social Skills
Take turns during group activitiesShare materials with classmatesWork cooperatively in a groupInclude others in play and activitiesResolve conflicts with words, not actionsShow empathy toward peersAccept differences in othersOffer encouragement to classmatesWait patiently for a turnGreet others appropriatelyApologize sincerely when neededRecognize and respond to social cues
Academic
Complete assignments on timeStay on task during independent workParticipate in class discussionsAsk for help when neededPut best effort into all workFollow written and verbal instructionsBring necessary materials to classRead independently for the assigned timeWrite name and date on all papersCheck work before turning it inKeep desk and work area organizedUse time wisely during class
Self-Regulation
Use calming strategies when upsetIdentify and name feelingsTake a break when feeling overwhelmedThink before actingUse positive self-talkAccept consequences without arguingManage frustration appropriatelyTransition between activities calmlyHandle disappointment gracefullyUse deep breathing to calm downRecognize body signals of stressReturn to task after a break
Classroom Expectations
Raise hand before speakingStay seated during instructionFollow the classroom routineLine up quietly and quicklyClean up work area after activitiesBe on time returning from breaksUse materials appropriatelyFollow cafeteria and lunch rulesTransition between subjects smoothlyPut away electronics when instructedSit in assigned seat without complaintEnter classroom calmly and begin warm-up
Communication
Use an appropriate voice levelListen attentively when others speakExpress needs using wordsMake eye contact when speaking to othersSay please, thank you, and excuse meAsk questions when confusedWait for others to finish before speakingUse appropriate language at all timesGive a clear and complete answer when called onReport problems to an adult calmlyUse 'I' statements to express feelingsParticipate in morning meeting discussions
Executive Function
Manage time effectively during class and independent workBegin tasks promptly without excessive promptingAdvocate for themselves when they need help or clarificationKeep materials, notes, and digital files organizedAdapt when plans or expectations change unexpectedlyStay focused on a long-term goal despite setbacksHold and use information to complete multi-step tasksRecognize and manage emotions in stressful academic situationsBreak large assignments into smaller steps and prioritize themReflect on their own learning and identify what strategies work best
IEP: Behavior
Given a visual or verbal cue, student will remain in assigned area for the duration of the activity in 4 out of 5 trialsStudent will reduce instances of physical aggression to no more than 2 per week as measured by incident reportsStudent will follow adult directions within 30 seconds without verbal refusal in 80% of observed opportunitiesStudent will use a replacement behavior (e.g., requesting a break) instead of disruptive behavior in 4 out of 5 opportunitiesStudent will keep hands and feet to self during structured and unstructured activities in 80% of intervals observedStudent will reduce verbal outbursts to no more than 1 per class period as measured by daily trackingStudent will raise hand and wait to be called on before speaking in 80% of opportunities across settingsStudent will remain on task during independent work for 15 consecutive minutes in 4 out of 5 observationsStudent will transition between activities within 2 minutes with no more than 1 verbal prompt in 80% of transitionsStudent will appropriately express frustration using taught strategies (deep breathing, break card) in 4 out of 5 instances
IEP: Social Communication
Student will initiate a social interaction with a peer using an appropriate greeting in 4 out of 5 opportunitiesStudent will maintain a reciprocal conversation for 3 or more exchanges on topic in 4 out of 5 opportunitiesStudent will identify emotions in others based on facial expressions and body language with 80% accuracyStudent will use appropriate volume and tone of voice in classroom settings in 80% of observed intervalsStudent will take turns during group activities and conversations without interrupting in 4 out of 5 opportunitiesStudent will respond to peer questions and comments within 5 seconds in 80% of opportunitiesStudent will use appropriate strategies to join a group activity (observing, asking to join) in 3 out of 4 opportunitiesStudent will use a functional communication system to request wants and needs across settings with 80% independenceStudent will demonstrate perspective-taking by identifying how another person might feel in a given scenario in 4 out of 5 trialsStudent will interpret nonliteral language (idioms, sarcasm, humor) with 70% accuracy when given examples
IEP: Self-Regulation
Student will independently identify their current emotional state using a feelings scale in 4 out of 5 check-insStudent will use a taught calming strategy (deep breathing, counting, sensory tool) when escalated, returning to baseline within 5 minutes in 80% of instancesStudent will independently request a break using a break card or verbal request before reaching crisis level in 4 out of 5 opportunitiesStudent will tolerate changes in routine or unexpected events without disruptive behavior in 3 out of 4 instancesStudent will decrease time to recover from emotional dysregulation from 20 minutes to 5 minutes as measured across 4 consecutive weeksStudent will delay gratification and wait for a preferred activity for up to 10 minutes without disruptive behavior in 80% of opportunitiesStudent will accept corrective feedback from adults without argument or shutdown in 4 out of 5 opportunitiesStudent will identify triggers that lead to dysregulation and independently implement a coping strategy in 3 out of 5 instancesStudent will demonstrate appropriate responses to losing a game or not being chosen in 4 out of 5 opportunitiesStudent will use a self-monitoring checklist to rate their own behavior with 80% agreement with teacher ratings
IEP: Adaptive/Daily Living
Student will independently follow a visual schedule to complete daily routines (arrival, packing up) in 4 out of 5 daysStudent will independently manage personal belongings (coat, backpack, lunch) with no more than 1 prompt in 80% of school daysStudent will complete hygiene routines (handwashing, toileting) independently with 80% accuracy across school dayStudent will navigate the school environment (cafeteria, library, classroom) independently with no more than 1 verbal cueStudent will prepare a simple snack or meal with no more than 2 verbal prompts in 4 out of 5 opportunitiesStudent will identify and count coins and bills to make purchases up to $10.00 with 80% accuracyStudent will tell time on both analog and digital clocks to the nearest 5 minutes with 80% accuracyStudent will recognize and respond to community safety signs and symbols with 90% accuracyStudent will independently organize materials needed for each class period using a checklist in 80% of transitionsStudent will identify appropriate adults to seek help from in emergency and non-emergency situations with 100% accuracy
IEP: Academic Support
Student will read grade-level passages and answer comprehension questions with 70% accuracy across 3 consecutive probesStudent will write a paragraph with a topic sentence, 3 supporting details, and a conclusion with 80% accuracyStudent will solve multi-step math word problems at grade level with 70% accuracy across 3 consecutive probesStudent will independently use graphic organizers to plan writing assignments in 80% of opportunitiesStudent will decode multisyllabic words using learned strategies with 75% accuracy on curriculum-based measuresStudent will demonstrate fluency by reading grade-level text at a rate of 100 words per minute with fewer than 5 errorsStudent will independently use self-checking strategies to identify and correct errors in math computation in 80% of assignmentsStudent will complete assigned classwork within the allotted time in 80% of opportunities with no more than 1 promptStudent will use text features (headings, bold words, captions) to locate information with 80% accuracyStudent will take notes during instruction using a provided template, capturing key ideas with 70% completeness
IEP: Motor Skills
Student will write legibly on lined paper with correct letter formation in 80% of written work samplesStudent will use scissors to cut along a line within 1/4 inch accuracy in 4 out of 5 trialsStudent will type at a rate of 20 words per minute with 90% accuracy on a keyboardStudent will independently button, zip, and snap clothing items in 4 out of 5 opportunitiesStudent will maintain an upright seated posture at their desk for 15 minutes during instruction in 80% of observationsStudent will navigate stairs independently using alternating feet with a handrail in 4 out of 5 trialsStudent will grasp and manipulate small objects (beads, pegs, coins) using a pincer grasp in 80% of trialsStudent will copy shapes and letters from a model with correct proportions in 80% of attemptsStudent will participate in PE activities demonstrating age-appropriate balance and coordination in 3 out of 4 observationsStudent will use assistive technology tools (adapted pencil grip, slant board) independently during writing tasks in 80% of opportunities
IEP: Transition
Student will identify 3 career interests and research the education/training requirements for each with 80% accuracyStudent will complete a job application with all required fields filled in accurately in 4 out of 5 attemptsStudent will demonstrate appropriate workplace behaviors (punctuality, following directions, accepting feedback) in 80% of work-based learning sessionsStudent will independently use public transportation to travel a practiced route with 100% accuracy in 3 consecutive trialsStudent will create and follow a weekly budget using income and expenses with 80% accuracyStudent will self-advocate by explaining their disability-related needs to a teacher or employer in a role-play scenario in 4 out of 5 trialsStudent will identify and access community resources (library, health clinic, recreation center) independently in 3 out of 4 opportunitiesStudent will participate in their own IEP meeting by presenting their strengths, needs, and goals in 1 out of 1 annual reviewStudent will independently manage a daily schedule including class times, homework, and extracurricular activities for 4 out of 5 school weeksStudent will demonstrate meal planning and basic cooking skills by preparing 3 different meals with no more than 2 prompts each
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