Accept a consequence as stated in the class plan
When to use this goal
For students who escalate when a planned, known consequence is delivered (losing a privilege, moving a seat, completing work at a later time). Only fits when the class plan is written, known to the student, and fairly applied. Base the choice on current responses.
- Baseline
- Review the past month's incidents to see how consequences were delivered and what followed. Record 5 or more deliveries with the first response. Check that the consequence is proportional and consistently applied to all students; inconsistent consequences produce arguing and should be fixed first.
- Tips
- The plan must be reviewed with the student in advance so nothing is a surprise. Deliver privately and briefly. Asking to discuss later is acceptance, and the discussion must happen. This goal never covers restraint, seclusion, or removal from the room; those are not consequences a goal can target.
- Limits
- If consequences are frequent, the behavior plan is not working and the goal becomes a measure of punishment tolerance; revisit the plan. Rare consequences mean sparse data; the goal may not be worth a line in the IEP for students who rarely receive them.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-dir-012.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when an adult delivers a consequence listed in the classroom plan that the student has reviewed, the student will independently follow the consequence (move seats, hand over the item, stay for the make-up time) within 1 minute without the defined problem behavior in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each occurrence, summarized every 2 weeks.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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 Following Adult Directions.
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 - Following Adult Directions
- Baseline
- 1 of 5 opportunities.
- Annual goal459 characters
- By the annual IEP review date, when an adult delivers a consequence listed in the classroom plan that the student has reviewed, the student will independently follow the consequence (move seats, hand over the item, stay for the make-up time) within 1 minute without the defined problem behavior in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each occurrence, summarized every 2 weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When an adult delivers a consequence listed in the classroom plan that the student has reviewed
- Behavior
- The student will independently follow the consequence (move seats, hand over the item, stay for the make-up time) within 1 minute without the defined problem behavior
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries
- Evaluation method
- Direct observation
- Schedule
- Each occurrence, summarized every 2 weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive 2-week data summaries
- Collection schedule:
- each occurrence, summarized every 2 weeks
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when an adult delivers a consequence listed in the classroom plan that the student has reviewed, the student will independently follow the consequence (move seats, hand over the item, stay for the make-up time) within 1 minute without the defined problem behavior in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each occurrence, summarized every 2 weeks.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.