PERFORMANCE TASK IN SNED 102
NAME : FE MYRA L. LAGROSAS
Write SMART goals for each of the listed objectives for students with social/emotional and Speech and
Language Impairments.
Social/Emotional-Focused Goal
OBJECTIVES
Objective #1 Respond
appropriately to peer pressure.
Objective #2 Constructively deal
with situations that may lead to
conflict.
Objective #3 Identify appropriate
ways of dealing with conflict.
Objective #4 Name types of
behaviors and language that are
acceptable and unacceptable.
Objective #5 Keep the work area
neat.
Objective #6 Walk away /seek help
in physical confrontations or set-
COURSE & YEAR : BSE-QUAL
SMART GOALS
By the end of the 1st quarter, Sheila will not exceed 5
skipped class out of 10 during attendance checking
using self-instruction training, due to peer pressure.
Marky will identify and manage his frustration, anger,
or stress using self-regulation on a daily basis to avoid
engaging in an unexpected behavior which may lead
to conflicts, on 3 out of 5 opportunities through
observations and documentation after 4 weeks.
After 4 weeks of documentation and observation on a
daily basis using behavioral checklist, Roy will be able
to control/reduce his negative reaction and impulsive
behavior by 60% from 30% frequency to avoid
conflicts.
By the end of the 2nd quarter, AJ will recognize and
apply the acceptable and unacceptable types of
behavior and language through self-monitoring
checklist by 70% accuracy.
By giving clear instructions and visual supports, Rhea
will maintain her desk and laboratory table neat by
practicing CLAYGO – Clean As You Go in 3 weeks. She
will successfully perform 80% accuracy using self-
reinforcement as compared to teacher’s reliable
observation.
Stephen, will be able to cope his emotions and handle
stressful situations (walking away or seeking help in

ups.
Objective #7 Leave provocative
situations (name calling, teasing,
pushing) to avoid involvement in
the situation.
Objective #8 Approach another
person for explanation-when
perceived-to be unjustly criticized
Objective #9 Sit in the assigned
seat.
Objective #10 Work quietly in the
classroom.
Language and Communication-Focused Goal
OBJECTIVES
Objective# 1 accurately sign YES or
NO when asked yes/no questions
without prompts.
Objective#2 Reply and use the
appropriate calendar or date
concept when asked a "when?"
question,
physical confrontations or set-up), by engaging in the
30-minute classroom activity or situation in a calm
and positive manner with one prompt on 4/5
occasions after 2 weeks.
Through self-monitoring checklist, Kim will be able to
refrain from any provocative situations/ physical
aggression across all campus by the end of the
semester with 80% accuracy as compared to teacher
ratings of behavior.
Scarlet will acquire two new social skills per quarter
to a level of 60% accuracy including initiating
conversations with peers and adults, participating in
turn taking during structured activities and
recognizing positive social interactions through
cooperative learning through teacher’s observation.
With the use of behavior checklist, Cindy will reduce
roaming around and transferring seats with 80%
accuracy based on teacher’s observation at the end of
the 1st quarter.
 John will use the self-monitoring technique to refrain
from talking and shouting at his classmates with an
accurate average of 60% from 30% at the end of the
2nd quarter.
SMART GOALS
Give a picture of an object associate with personal
hygiene or self-grooming, Lyndie will identify and
demonstrate with the sign “YES” or “NO” response
when asked with 90% accuracy, in 4/5 opportunities
at the end of the 2nd quarter.
During quarterly oral presentation, Mike can identify and
answer the exact day, date and month using our calendar
dates with 90% accuracy.
Objective# 3 Increase the ability to
communicate accommodations
needed in classes as well as explain
impact of deaf-blindness to
teachers.
Objective# 4 Increase reading skills
in the area of phonics, word
recognition and passage
comprehension.
Zee employs self-monitoring to understand his/her
hearing loss and its effects in communication by 60%
from 40% rating by the end of the 1st quarter to develop
accommodations and strategies in addressing social skills.
When assessing Mary’s fluency and comprehension rate
during quarterly reading comprehension test, she will be
able to read out loud the 4th grade passage with 85%
accuracy and a rate of 70 words per minute and will be
able to score 90% accuracy on word vocabulary.