Ask for a break instead of leaving the task
When to use this goal
For students whose functional behavior assessment shows escape-maintained behavior (leaving the seat, pushing work away, calling out) during non-preferred tasks. Base the choice on the FBA hypothesis. The student should already be able to produce the break request form in a practice setting.
- Baseline
- Use the FBA to confirm the function is escape. Then record 5 or more precursor episodes: did the student request a break, leave or protest without requesting, or keep working? Also log how long the student currently works before a precursor appears, which sets the break schedule for the first weeks of instruction.
- Tips
- Honor every request immediately while the skill is new, even if the student just took a break; schedule thinning (shorter breaks, a brief wait, a few more items first) comes after the request is reliable. Score an opportunity when a precursor appears or when the student has been working long enough that a break is likely to be wanted. Pair with bh-rep-010 (return from break) once requests are stable, and with the reduction goal bh-rep-020 if the plan tracks the problem behavior too.
- Limits
- Counts requests, not whether the break reduced the problem behavior; keep the behavior plan's frequency data alongside. Not a fit when the function is attention or access to items, where a different request form is needed (see bh-rep-004 and bh-rep-006).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-001.
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Goal
By the annual IEP review date, during a non-preferred academic task when the student shows a defined precursor (pushing materials away, putting the head down, or saying the work is too hard), the student will request a break using the taught form (spoken "break please," signed BREAK, or a break card handed to the adult) before leaving the seat or stopping work independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected daily during the target work period, summarized weekly.
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. Opportunity (trial) recording 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 Replacement Behaviors.
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 - Replacement Behaviors
- Baseline
- 1 of 5 opportunities.
- Annual goal567 characters
- By the annual IEP review date, during a non-preferred academic task when the student shows a defined precursor (pushing materials away, putting the head down, or saying the work is too hard), the student will request a break using the taught form (spoken "break please," signed BREAK, or a break card handed to the adult) before leaving the seat or stopping work independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected daily during the target work period, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a non-preferred academic task when the student shows a defined precursor (pushing materials away, putting the head down, or saying the work is too hard)
- Behavior
- The student will request a break using the taught form (spoken "break please," signed BREAK, or a break card handed to the adult) before leaving the seat or stopping work independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly data summaries
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during the target work period, summarized weekly
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 weekly data summaries
- Collection schedule:
- daily during the target work period, summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a non-preferred academic task when the student shows a defined precursor (pushing materials away, putting the head down, or saying the work is too hard), the student will request a break using the taught form (spoken "break please," signed BREAK, or a break card handed to the adult) before leaving the seat or stopping work independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected daily during the target work period, summarized weekly.
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.