Impulse Control & Inhibition IEP goals for high school (grades 9 to 12)
14 of the impulse control & inhibition templates in the library are written for high school (grades 9 to 12). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
14 templates · 1 skill · 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Impulse Control & Inhibition Executive Function
Run a checklist before submitting online work
Checking before submitting
By the annual IEP review date, before submitting an online assignment, the student will complete each item on their submit checklist (all questions answered, file attached, re-read once) before clicking submit independently in at least 8 of 10 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, from submissions and the checklist.
Pause and reread before posting a comment
Pausing before clicking, posting or buying online
By the annual IEP review date, when posting in a class discussion board or comment thread, the student will reread the post, apply their two-question check, and then post, change, or delete it independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, from class platform posts and practice.
Think through a peer dare before acting
Using a stop-think-choose routine
By the annual IEP review date, during counseling sessions with realistic dare and peer-pressure scenarios, the student will stop, name what could happen next, and choose a response (say no, suggest something else, walk away) independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly, from scenarios and real events.
Write side comments in the margin instead
Reducing comments made without a turn
By the annual IEP review date, during a 45-minute class period, the student will reduce making side comments out loud during instruction (comments or jokes to peers, as defined in their plan) to no more than 2 times per 45-minute class period, using margin notes to hold comments for later, on 4 of 5 consecutive class periods, as measured by frequency recording collected daily in one class.
Put the phone away at the class cue
Stopping an action on a cue
By the annual IEP review date, when the teacher gives the phones-away cue at the start of class, the student will begin putting the phone away (in the bag, pocket chart, or face down) after the cue independently within 15 seconds, on 4 of 5 consecutive class periods, as measured by latency recording collected daily in one class.
Underline key words before answering
Reading all answer choices before choosing
By the annual IEP review date, on classroom tests and quizzes, the student will underline or highlight the key words in each question before writing an answer independently on at least 13 of 15 items, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
High school impulse control & inhibition goals point toward life after school: independence, self-advocacy, and skills used in courses, jobs, and the community. Conditions name realistic materials and settings, and many goals are written so the student collects part of the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 10 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 2 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 1 goal here
Frequently asked questions
How do impulse control & inhibition goals connect to transition planning in high school?
Annual goals should support the student's measurable postsecondary goals for education, employment, and independent living (34 CFR 300.320(b)). A skill goal can be written in the context of a course, a job site, or a daily living routine.
Can a high school student help write their own goals?
Yes, and the student must be invited to IEP meetings where transition is discussed. Student-chosen goals with self-monitoring tend to be measured more consistently.
How are high school goals measured when the student has many teachers?
With work samples, percent of assignments completed, rubrics, or self-monitoring checklists reviewed weekly by the case manager. The goal should say who records the data and where.
IEP Atlas Pro
Turn these goals into progress reports
Pro tracks every goal on your caseload and drafts the report for you. Free for 14 days.
Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.