Components Of Behavioral Objectives

Components Of Behavioral Objectives

Behavioral objectives provide the setting for the targeted conduct that is procedurally defined and principally a teaching road map stipulating the anticipated behavioral destination or instructional result (Yell et al., 2013). These behavioral objectives possess a specific structure and format consisting of four components: target, student, conditions, and criteria for desired performance. Student components reveal the individualization of the desired results for every learner. Hence, each behavioral objective starts with the learner’s name. For example, the teacher can ask the student to write or say his name. This is an example of a student behavioral objective. Another example is that the teacher can observe whether a child can list, explain, or repeat a word. The second component is target behavior, which entails measurable and observable verbs that define the target behavior. Yell et al. (2013) state that the target behavior component has to possess an operational definition. However, the definition should be optional in the objective itself because it can make it cumbersome and long. For example, if the teacher wants her students to stop walking around the classroom or yelling in class, the target behavior would be “sitting in a chair” and “keeping quiet.” Another example is when a parent wants a child to stop being aggressive, the target behavior would “stop being aggressive.”

The other component of behavioral objective is condition. This denotes the antecedent stimulus circumstances that set the event for the behavior to happen. Essentially, the target behavior instructs a learner on what to do but not when to do it. Yet, learners need to know when to perform the behavior and the conditions component that gives this information to the learner. For example, if a student eats in class, the teacher can tell the student to wait for a break or lunchtime to eat. Therefore, whenever break time or lunch is reached, the learners are reminded to eat because that is the right time to eat. Another example is a student who frequently urinates on himself; the teacher can teach the child to go to the bathroom whenever he feels like going to the washroom.

The last component is the criteria for desired performance. This objective states the acceptable level of student performance of the chosen behavior under specified conditions. For example, the teacher can ask students to walk along the designated lines within the class. Another example is a teacher giving an assignment with specific instructions and a marking rubric. This compels the students to follow the instructions and ensure their answers meet the rubric expectations for an excellent grade. These four components of behavioral objectives are connected as one leads to another, ensuring learners exhibit the desired behavior or are correctly guided.

Reference

Yell, M. L., Meadows, N. B., Drasgow, E., & Shriner, J. G. (2013). Evidence-Based Practices for Educating Students with Emotional and Behavioral Disorders. Boston, MA: Pearson.

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Components Of Behavioral Objectives

Describe the four components of behavioral objectives. Provide two examples of correctly written behavioral objectives that include these components.