Self-regulation is the ability of students to understand and manage their emotions, behaviors, and focus to achieve long-term goals.

It involves managing emotions, controlling impulses, and staying attentive during tasks. For students with disabilities, these skills often require  explicit instruction and support. Setting self-regulation IEP goals help students become more independent and aware.

Different Types of Self-Regulation IEP Goals and Examples

1. Emotional Regulation IEP Goals

Emotional regulation is one of the most important aspects of self-regulation, especially for students with disabilities.

It involves the ability to recognize, understand, and manage emotions in  socially-appropriate ways.

IEP goals focused on emotional regulation typically aim to help students develop coping strategies so that they can  handle frustration, anxiety, or anger. When children learn to regulate their emotions, they contribute towards a more positive classroom environment.

Examples IEP Goals for Emotional Regulation

1. “By the end of the semester, the student will independently use a calming strategy (e.g., deep breathing, using a break card, or squeezing a stress ball) when feeling overwhelmed, in 80% of opportunities as measured by teacher observation.”
2. “The student will verbally identify their emotions (e.g., happy, sad, frustrated, or anxious) during stressful or upsetting situations in 4 out of 5 instances, as observed by the teacher.”
3. “Over the next 3 months, the student will reduce the number of emotional outbursts (e.g., crying, yelling) during class transitions to no more than once per week, using learned coping strategies 80% of the time.”
4. “Within 6 months, the student will request a sensory break or alternative coping mechanism (e.g., listening to music or walking outside) when feeling frustrated in 80% of observed situations.”
5. “By the end of the school year, the student will appropriately respond to peer conflicts by using conflict-resolution strategies (e.g., walking away or talking to an adult) in 4 out of 5 situations, as measured by teacher reports.”

2. Attention and Focus IEP Goals

Maintaining attention and focus is another core aspect of self-regulation, especially for students with ADHD or other attention-related disorders.

Helping special needs students improve their ability to focus on tasks can significantly enhance their academic performance and classroom behavior.

‘Attention and focus’ IEP goals target the student’s ability to sustain attention for extended periods, follow instructions, and remain engaged during lessons.

Improving Attention and Focus: IEP Goals Examples

1. “Within 6 months, the student will sustain attention on academic tasks for 15 minutes without teacher prompts or redirection in 80% of observed instances, as measured by teacher checklists.”
2. “The student will complete multi-step assignments (e.g., math problems or writing prompts) independently, following all steps in 4 out of 5 tasks as measured by teacher observation.”
3. “By the end of the semester, the student will actively participate in whole-group lessons by making appropriate eye contact and responding to teacher questions at least twice during each session in 80% of lessons.”
4. “The student will remain on task during independent work periods, only requesting assistance when needed, in 4 out of 5 observed opportunities per week as tracked by a self-monitoring checklist.”
5. “Within 3 months, the student will follow verbal directions to transition between activities (e.g., moving from one station to another) without needing prompts or reminders in 4 out of 5 transitions.”

3. Impulse Control IEP Goals

Impulse control refers to a student’s ability to manage spontaneous reactions or behaviors, particularly those that can disrupt the classroom environment.

Teaching students how to control their impulses improves their behavior, fosters better social interactions, and increases their academic focus.

IEP goals for impulse control focus on reducing behaviors like shouting out answers, getting out of their seat without permission, or acting out during lessons.

IEP Impulse Control Examples

1. “By the end of the school year, the student will raise their hand and wait to be called on before speaking in class in 4 out of 5 opportunities, as measured by teacher observation.”
2. “The student will remain seated during class without leaving their seat more than once per class period in 80% of observed instances, as reported by the teacher.”
3. “Within 6 months, the student will follow a 5-minute cool-down procedure (e.g., using a quiet area) when feeling upset, before reacting impulsively, in 80% of observed situations.”
4. “The student will use a predetermined signal (e.g., raising a quiet hand) to ask for help instead of interrupting lessons in 4 out of 5 opportunities, as observed by the teacher.”
5. “By the end of the semester, the student will reduce blurting out answers during lessons to no more than twice per day in 80% of class sessions, as measured by teacher observation.”

4. Self-Monitoring IEP Goals

Self-monitoring is how students learn to track their behavior, recognize when they are off-task, and make adjustments independently.

This skill promotes independence and self-awareness.

IEP goals in this case focus on teaching students to take responsibility for their actions, monitor their progress, and use strategies to stay on track.

Sample IEP Goals that Build Self-Monitoring Skills

1. “The student will use a self-monitoring checklist to track on-task behavior during independent work, completing the checklist accurately in 80% of observed sessions.”
2. “By the end of the semester, the student will accurately record their emotional state (e.g., happy, frustrated, anxious) in a daily journal in 4 out of 5 school days, as reviewed by the teacher.”
3. “Within 6 months, the student will independently use a behavior tracking app or chart to document and reflect on their progress toward classroom goals in 4 out of 5 days per week.”
4. “The student will identify when they need help and ask for assistance in 3 out of 4 independent tasks, as measured by teacher observation.”
5. “By the end of the current school year, the student will reduce off-task behaviors (e.g., talking, fidgeting) by 50% during independent work sessions through a self-monitoring strategy in 80% of observed instances.”

Classroom Strategies to Support Self-Regulation IEP Goals

• Visual Aids: Use visual schedules, charts, or timers to help students stay on task and manage their time.
• Mindfulness Practices: Teach students deep breathing exercises or mindfulness techniques to help them manage emotions and reduce stress.
• Sensory Breaks: Allow students to take sensory or movement breaks to help them refocus and regulate their energy.
• Positive Reinforcement: Provide praise or rewards when students successfully self-regulate.

Collaborating with Parents and the IEP Team on Self-Regulation Goals

Successful self-regulation development requires collaboration between the school and home to consistently support the student.

Parents can help reinforce self-regulation skills outside the classroom..

For example, if a student needs help with emotional regulation, the teacher might set up a "calming corner" in the classroom. This space allows the student to retreat and manage their emotions when overwhelmed. The teacher shares this approach with parents and encourages them to create a similar "calm-down space" at home.

During bi-weekly check-ins, teachers provide updates on how often the student uses the space and its effectiveness. This consistent, unified approach helps the student develop better self-regulation skills.