Regulation Toolbank Document
Emotional Regulation
IEP Goal Bank & Objectives
Resource Type: Teacher Reference
Focus: Social-Emotional Learning
How to Use This Bank
Select the goals that best align with the student's current baseline. All goals are written in SMART format. [Placeholder] text indicates areas where specific percentages, dates, or names should be inserted.
Trigger Identification
Coping Tools
Self-Advocacy
1. Identifying Triggers & Emotions
Goal 1.1: Internal State Awareness Self-Awareness
By [Date], given a visual emotion scale, [Student Name] will accurately identify their current emotional state and physiological signs in [4/5] opportunities across [5] consecutive days.
Measurable Objectives
- Label 4 basic emotions (Happy, Sad, Angry, Worried) when presented with visual cards.
- Identify 2 physical sensations associated with frustration or anger.
- State their arousal level with 1 verbal prompt.
Goal 1.2: Trigger Identification Self-Monitoring
By [Date], following an instance of emotional dysregulation, [Student Name] will independently identify the specific trigger using a graphic organizer with [80%] accuracy.
Measurable Objectives
- Identify a trigger from a choice of three options provided by an adult.
- Describe the "size of the problem" relative to the trigger.
- Orally state the antecedent to a specific feeling with minimal prompting.
2. Coping Tool Independence
Goal 2.1: Tool Selection & Use Self-Management
By [Date], when feeling dysregulated, [Student Name] will independently select and use a pre-taught calming strategy to return to a calm state within [5] minutes in [4/5] opportunities.
Measurable Objectives
- Demonstrate 3 different deep breathing techniques with 100% accuracy during calm times.
- Choose a tool from a "Coping Menu" when prompted by an adult.
- Remain in the designated "calm down area" for the full duration of tool use.
Goal 2.2: Strategy Generalization Generalization
By [Date], [Student Name] will utilize coping strategies in non-preferred environments to maintain control with no more than [1] verbal prompt in [3/4] opportunities.
Measurable Objectives
- Carry a "portable coping card" to all transition periods.
- Identify one environmental strategy (e.g., headphones) to use in the cafeteria.
- Self-report the effectiveness of the tool used after the transition.
3. Functional Break Requests
Goal 3.1: Communicative Intent Communication
By [Date], when frustrated, [Student Name] will request a "break" using their preferred mode of communication before engaging in escape behaviors in [80%] of opportunities.
Measurable Objectives
- Hand a "Break Card" to a staff member with a physical prompt.
- Verbally state "I need a break" when physiological signs are noted.
- Identify a designated break area and walk there safely.
Goal 3.2: Tolerance for Delay Self-Control
By [Date], after requesting a break, [Student Name] will wait for [2 minutes] before the break is granted, without displaying challenging behavior, in [4/5] trials.
Measurable Objectives
- Use a visual timer to track waiting time for a break.
- State "Okay, I can wait" when break access is briefly delayed.
- Return to task immediately following a [5-minute] break.
Recommended Data Methods
- Event Recording (Tally of break requests)
- Duration Recording (Time spent in calm down)
- Latency Recording (Time between trigger and tool use)
"Consistent visual supports across all settings are essential for generalization."
