Reduce talking to peers during quiet work time
When to use this goal
A reduction goal for students who talk to peers during periods posted as silent or whisper-level. Base the choice on a count during the same period on several days. Pair with bh-cls-009 (voice level) or bh-cls-001 (raising a hand).
- Baseline
- Tally talk-outs during 3 to 5 periods of the same length, counting each separate utterance to a peer. Record who the student talks to and whether the peer answers; a peer who answers keeps the behavior going and a seating change may be part of the plan.
- Tips
- Valid only with a positive goal in place (bh-cls-009 voice level, or replacement-behavior bh-rep-004 if the function is adult attention). Talking that is work-related (asking a partner for a pencil) can be excluded by definition if the team agrees; write the definition down. Count during the same period each time.
- Limits
- Frequency depends on what the peers do and how quiet the class is overall; a chatty class makes the target unfair. Does not distinguish on-topic from off-topic talk unless the definition says so.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-cls-017.
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Goal
By the annual IEP review date, during a 20-minute independent work period posted at voice level 0 with the voice-level card on the desk, the student will reduce talking to a peer as defined in the plan (any spoken words directed to a peer during a level-0 period) to no more than 2 times per 20-minute quiet work period, with the voice level posted and reviewed at the start of the period, across 4 consecutive weekly data summaries, as measured by frequency recording collected 3 times per week during the same quiet work period, summarized weekly.
Baseline: 10 times per 20-minute quiet work period.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Classroom Expectations & Routines.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Behavior & Classroom Expectations - Classroom Expectations & Routines
- Baseline
- 10 times per 20-minute quiet work period.
- Annual goal549 characters
- By the annual IEP review date, during a 20-minute independent work period posted at voice level 0 with the voice-level card on the desk, the student will reduce talking to a peer as defined in the plan (any spoken words directed to a peer during a level-0 period) to no more than 2 times per 20-minute quiet work period, with the voice level posted and reviewed at the start of the period, across 4 consecutive weekly data summaries, as measured by frequency recording collected 3 times per week during the same quiet work period, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute independent work period posted at voice level 0 with the voice-level card on the desk
- Behavior
- The student will reduce talking to a peer as defined in the plan (any spoken words directed to a peer during a level-0 period), with the voice level posted and reviewed at the start of the period
- Criteria
- No more than 2 times per 20-minute quiet work period, across 4 consecutive weekly data summaries
- Evaluation method
- Frequency recording
- Schedule
- 3 times per week during the same quiet work period, summarized weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- no more than 2 times per 20-minute quiet work period
- Mastery rule:
- across 4 consecutive weekly data summaries
- Collection schedule:
- 3 times per week during the same quiet work period, summarized weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 20-minute independent work period posted at voice level 0 with the voice-level card on the desk, the student will reduce talking to a peer as defined in the plan (any spoken words directed to a peer during a level-0 period) to no more than 2 times per 20-minute quiet work period, with the voice level posted and reviewed at the start of the period, across 4 consecutive weekly data summaries, as measured by frequency recording collected 3 times per week during the same quiet work period, summarized weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 20-minute quiet work period.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.