Negotiate a direction using a calm request script
When to use this goal
For older students who argue, refuse, or walk away when they disagree with a direction, and who have the language to make a short request. Present levels in behavior data (what happens after directions they dislike) decide fit, not grade. The script gives the student a real way to change a direction; the adult must be willing to say yes to some requests.
- Baseline
- Score the six steps for every disagreement over two weeks, including the ones that end in arguing; most students start with step 1 or step 6 only. Note which directions trigger disagreement (seating, partners, task order). If the student never disagrees out loud and simply refuses, start with bh-dir-016 or a replacement goal instead.
- Tips
- Agree with staff on which directions are open to negotiation (task order, seat, a short delay) and which are not (safety, testing rules), and tell the student. Grant a share of reasonable requests, especially early on, or the script stops working. Step 6 is the point of the goal: a respectful request followed by acting on the answer, yes or no.
- Limits
- Measures the form of the request, not whether the disagreement was reasonable. Not a fit when the direction itself is unclear (see bh-dir-016) or when disagreement escalates to aggression, which needs a behavior plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-dir-029.
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Goal
By the annual IEP review date, when the student disagrees with a direction given during class or a work period, the student will use the taught negotiation script to ask for a change to the direction, performing all 6 steps independently, in 4 of 5 consecutive recorded disagreements, as measured by a task-analysis checklist collected each time a disagreement with a direction occurs, summarized weekly.
Baseline: 2 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 2 of 6 steps independently.
- Annual goal404 characters
- By the annual IEP review date, when the student disagrees with a direction given during class or a work period, the student will use the taught negotiation script to ask for a change to the direction, performing all 6 steps independently, in 4 of 5 consecutive recorded disagreements, as measured by a task-analysis checklist collected each time a disagreement with a direction occurs, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When the student disagrees with a direction given during class or a work period
- Behavior
- The student will use the taught negotiation script to ask for a change to the direction
- Criteria
- Performing all 6 steps independently, in 4 of 5 consecutive recorded disagreements
- Evaluation method
- A task-analysis checklist
- Schedule
- Each time a disagreement with a direction occurs, summarized weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing all 6 steps independently
- Mastery rule:
- in 4 of 5 consecutive recorded disagreements
- Collection schedule:
- each time a disagreement with a direction occurs, summarized weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when the student disagrees with a direction given during class or a work period, the student will use the taught negotiation script to ask for a change to the direction, performing all 6 steps independently, in 4 of 5 consecutive recorded disagreements, as measured by a task-analysis checklist collected each time a disagreement with a direction occurs, summarized weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Wait until the adult finishes giving the direction | ||||||||
| 2. Use a calm voice at conversation volume | ||||||||
| 3. Ask for the change with the script ("Could I … instead?") | ||||||||
| 4. Give one reason for the request | ||||||||
| 5. Listen to the adult's answer without interrupting | ||||||||
| 6. Follow the adult's final answer within 1 minute | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 6 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.