8 Self-Control IEP Goals

Posted In Goals On May 5, 2025

When writing and implementing effective self-control IEP goals, educators can better support student success by targeting specific executive function skills. Self-control, an essential part of the executive function system, involves the ability to regulate emotions, thoughts, and behaviors in the face of temptations and impulses. Teaching this skill with clear, measurable goals helps students build self-regulation, improve academic performance, and develop stronger social skills. Below are eight well-defined self-control IEP goals designed to empower students and guide educators in tailoring instruction to individual student learning needs.

Self-Monitoring Through Goal Setting

• Given a paper-based or digital template, [student] will write a self-control goal and monitor his/her progress weekly to maintain appropriate behavior [insert]% of the time in class.

This goal supports executive function learning by helping students set intentions, track behavior, and reflect on growth. It builds self-awareness and provides consistent student engagement strategies that promote personal responsibility.

Recognizing and Redirecting Behavior

• Given a visual/pictorial cue, [student] will stop and think about his/her current actions, then choose an appropriate coping skill to turn his/her behavior around in order to return to the given task in [insert] of [insert] opportunities.

This goal reinforces classroom behavior by combining visual support with executive function instruction. Students learn to pause, process, and make positive behavioral choices.

Social Scenario Decision-Making

• Given two scenarios (one positive vs one negative) in social contexts, [student] will identify the appropriate choice by considering the words and tone of the scenario in [insert] of [insert] opportunities.

Here, students develop the critical thinking skills needed for effective communication. These executive function tools build empathy and support student confidence in social settings.

Respectful Communication

• Given examples of appropriate phrases, [student] will engage in respectful behavior with no more than [insert] non-verbal prompts when attempting to gain someone’s attention, such as “excuse me” [insert]% of the time.

This goal teaches real-world skills in a structured way and improves student behavior. It aligns with self-control skills that help students navigate social situations with increasing independence.

Calming Techniques When Upset

• When feeling upset, overactive, or restless, [student] will engage in a breathing technique to calm his/her body and mind so he/she may return to the task within [insert] minutes in [insert] of [insert] opportunities.

This IEP goal highlights the importance of teaching executive function skills such as self-regulation and physical control. It equips students with calming techniques they can use in school and beyond.

Understanding Consequences

• Given real-world scenarios (i.e., video, social story, role play), [student] will recognize the positive or negative results of the actions in the scenario and choose the appropriate response [insert]% of the time.

This type of executive function goal helps students connect actions to outcomes. It’s one of the most effective strategies for solving executive function challenges related to impulsive behavior.

Choosing Positive Responses

• Given real-world scenarios, [student] will identify positive and negative consequences of a chosen action to an upsetting event, then decide the most appropriate response to the given scenario with [insert]% accuracy.

This goal enhances the students’ ability to consider consequences and use good judgment during upsetting situations.

Expressing Emotions with I-Statements

• Using I-Statements, [student] will identify how he/she feels when upset, what triggered his/her feelings, and then choose a coping strategy to calm down (i.e., deep breathing, count to 5, calm space) in [insert] of [insert] opportunities.

This goal empowers students to verbalize feelings and make mindful choices while handling real-life stressors.

Why Self-Control IEP Goals Matter

These eight self-control IEP goals serve as powerful tools in an educator’s toolkit. Not only do they offer specific ways to track and support students’ growth, but they also embed executive function learning into daily routines. When educators use these goals in tandem with executive function lessons, they reinforce a system of growth that nurtures improved behavior, social competence, and academic resilience.

By applying these goals as part of an executive function curriculum, teachers can deliver targeted support while fostering student independence. For schools aiming to improve student academic performance and promote lifelong skills, self-control IEP goals are a cornerstone of effective executive function instruction.

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