IEP Goals for Anxiety

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Please note that the underlined blue text in this online IEP goals for anxiety document indicates clickable links to downloadable forms you can use in your counseling sessions.

Coping Skills/ Emotional Regulation/ Self-Regulation

In the classroom environment, ______ will utilize positive self-talk and coping strategies to handle stressful situations or work demands in which he/she manifests anxious or withdrawn behavior (i.e. putting head down, saying he/she can’t do something), demonstrated by engaging in the 30 minute activity or situation in a calm and positive manner with one prompt on 2/3 occasions.

In counseling sessions, _______ will accurately identify feelings and appropriate coping strategies when presented with real or imagined situations with 80% accuracy on 4 out of 5 trials.

When _____ becomes upset, frustrated, or angry, he will use a self-regulation/coping strategy (movement break, deep breathing, quiet space break, deep pressure/heavy work activity, etc.) to avoid engaging in an unexpected behavior, with one reminder, on 4 out of 5 opportunities, as measured by observations and documentation.

__________ will improve his self-regulation skills as demonstrated through utilizing a tool (e.g. inner coach, sensory support, calming break) to aid in regulating to an expected emotional state (e.g. green zone – which is when we feel calm, happy, content, and focused) with one adult reminder on 8 out of 10 instances in a small group setting, as measured over two week period

______ will improve insight on regulation as demonstrated by identifying the instances where he/she could have benefited from utilizing a tool to aid in regulation and determine what tool would have been beneficial for each instance with 80% accuracy.

When presented with a problem (non-preferred task, frustrating situation, criticism/correction), ______ will accurately determine the size of the problem (big problem, little problem) and determine the appropriate emotional response (take a break, talk with teacher, take a deep breath, replace frustration with good thoughts, etc.) and return to task at hand in 4 out of 5 trials as measured by teacher charted data.

When given a frustrating situation (i.e. undesired task, demand, and/or undesired peer behavior), with one prompt ________ will utilize coping strategies (i.e. take a break, deep breaths, etc.) and return to and remain on task with a calm body and mind for a minimum of 10 minutes with an average of 95% over 8 consecutive school weeks, across all classroom environments.

When presented with a situation known by ______ to be anxiety or frustration producing for him (i.e. non-preferred task, unexpected obstacle such as ______, tasks perceived as too difficult, unfamiliar adult, and non-preferred adult), he will independently demonstrate an appropriate emotional response through finding a solution to his problem or using a strategy to regulate back to an expected emotional state (take a break, talk with teacher, etc.) and return to task at hand within 2 minutes, for an average of 80% of instances both throughout all environments and within each environment.

Self-Monitoring

_______ will demonstrate the ability to recognize expected and unexpected behaviors as well as rate his own behavior as part of his self-monitoring system with 80% accuracy as compared to teacher ratings of behavior.

______ will demonstrate the ability to accurately recognize her level of anxiety through the use of a visual self-rating system (e.g. feelings thermometer) with 80% accuracy, as compared to teacher observations and data.

IEP Goals for Anxiety

In counseling sessions, _____ will accurately identify situations that can be anxiety producing and appropriate coping strategies or relaxation techniques when presented with real or imagined situations with 80% accuracy on 4 out of 5 trials.

______ will demonstrate the ability to accurately recognize her level of anxiety through the use of a visual self-rating system (e.g. Stressometer, 1-5 scale) with 80% accuracy, as compared to teacher observations and data.

During counseling sessions, __________ will use menus and highlight their Stress Triggers, personal Stress signs, and Stress Management Strategies that they believe they could utilize successfully.

In counseling sessions for anxiety, __________ will demonstrate understanding of the cognitive-behavioral model by completing and reviewing the Rational vs Irrational Thoughts Practice excercise,  Thinking Errors, Thinking Errors Practice, and Thought Record for specific anxious episodes with 80% accuracy.

________ will transition when prompted by teachers 80% of trials by interacting with their visual Activity Schedules.

________ will practice chosen Meditations, relaxation tips, and Progressive Muscle Relaxation in counseling when asked 80% of trials.

Negative Comments and Gestures

With the use of Cognitive Behavioral Intervention (strategy of learning to regulate thoughts and beliefs in counseling paired with daily reinforcement as tools are utilized), _____ will reduce instances of negative comments and gestures to an average of 1 instance per hour, across all classroom settings, as measured over 6 trial days.

How do you get anxious kids to actually use coping skills?

Want more? Check out my book Counseling Tools for Kids in Schools here.

Also find tons more free resources and mini courses for managing behavior and teaching kids self-control here: https://intensivecareforyou.com/resources-for-free/

Or, book me for a workshop! https://www.bradmasoncounselor.com/workshops/

You can also try my course, Anxiety and Children

Anxiety and Children has 14 lessons with videos detailing techniques for working with children who have trouble with anxiety, and downloadable forms and templates for you to use.

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Determining and writing effective IEP goals

Classroom goal bank

Writing meaningful and measurable IEP goals

If you have ideas about better ways to write these IEP Goals for Anxiety please comment so I can improve!