Use coping self-talk when work gets hard
When to use this goal
For students whose talk during hard work is mostly "I can't" or "I'm stupid" and who stop soon after. Present levels and work-period observations decide fit. Self-talk may be spoken, whispered, signed, written, or tapped on a card; it only has to be observable.
- Baseline
- During 3 work blocks, tally the student's spoken statements about the work, sorting them into helpful and unhelpful. Ask the student to choose 2 or 3 statements that sound like them; adult-written phrases rarely stick. Note how often the work gets hard enough to need a statement.
- Tips
- Count a statement when an adult sees or hears it, or when the student tallies it on a self-monitoring card that an adult checks. Students may write their own statements in any language they use. Never ask the student to say things they don't believe; neutral statements ("This part is hard, I'll try the next step") work.
- Limits
- Silent self-talk can't be counted, so the count is a floor. More statements do not always mean more work done; look at work output too. Unhelpful self-talk that is persistent and severe may need counseling support.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-054.
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Goal
By the annual IEP review date, during a 30-minute independent work block that includes challenging tasks, the student will say, whisper, sign, or write a coping statement they chose when the work gets hard (such as "I can do hard things" or "One step at a time") independently at least 3 times per 30-minute independent work block, on 4 of 5 observed days, as measured by frequency recording collected three times per week.
Baseline: 0 times per 30-minute independent work block.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Emotional Regulation.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Social-Emotional & Communication - Emotional Regulation
- Baseline
- 0 times per 30-minute independent work block.
- Annual goal423 characters
- By the annual IEP review date, during a 30-minute independent work block that includes challenging tasks, the student will say, whisper, sign, or write a coping statement they chose when the work gets hard (such as "I can do hard things" or "One step at a time") independently at least 3 times per 30-minute independent work block, on 4 of 5 observed days, as measured by frequency recording collected three times per week.
- Timeframe
- By the annual IEP review date
- Condition
- During a 30-minute independent work block that includes challenging tasks
- Behavior
- The student will say, whisper, sign, or write a coping statement they chose when the work gets hard (such as "I can do hard things" or "One step at a time") independently
- Criteria
- At least 3 times per 30-minute independent work block, on 4 of 5 observed days
- Evaluation method
- Frequency recording
- Schedule
- Three times per week
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- at least 3 times per 30-minute independent work block
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- three times per week
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 30-minute independent work block that includes challenging tasks, the student will say, whisper, sign, or write a coping statement they chose when the work gets hard (such as "I can do hard things" or "One step at a time") independently at least 3 times per 30-minute independent work block, on 4 of 5 observed days, as measured by frequency recording collected three times per week.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 30-minute independent work block.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.