Use a break symbol on a communication device or board
When to use this goal
For students who do not yet use speech reliably and whose problem behavior is maintained by escape from demands. Base the choice on present levels in communication (which symbols the student already uses to request) and the FBA. The SLP should confirm the symbol and device placement.
- Baseline
- Confirm the student can discriminate the BREAK symbol from other symbols in a simple array. Record 5 planned opportunities (a short demand with the device in reach) and note whether the symbol was used, with what prompt, and whether problem behavior occurred first.
- Tips
- Start with the symbol alone and add distractors only after independent use is reliable. Every symbol touch earns a real break at first; the plan should say how breaks will later be shortened or delayed. Keep the device within arm's reach across settings, and coordinate with the SLP so the same symbol and location are used everywhere. Pair with bh-rep-010 for returning after the break.
- Limits
- Accidental touches and prompted touches must be recorded separately from independent requests. The goal does not measure other communication functions; a broader AAC goal belongs in the speech-language area (see the aac skill).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-002.
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Goal
By the annual IEP review date, during a table-top task with the student's communication device or core board within reach, the student will touch or hand over the BREAK symbol to request a break before engaging in the defined problem behavior independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during two planned routines.
Baseline: 0 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
- 0 of 5 opportunities.
- Annual goal425 characters
- By the annual IEP review date, during a table-top task with the student's communication device or core board within reach, the student will touch or hand over the BREAK symbol to request a break before engaging in the defined problem behavior independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during two planned routines.
- Timeframe
- By the annual IEP review date
- Condition
- During a table-top task with the student's communication device or core board within reach
- Behavior
- The student will touch or hand over the BREAK symbol to request a break before engaging in the defined problem behavior independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during two planned routines
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 data collection days
- Collection schedule:
- daily during two planned routines
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a table-top task with the student's communication device or core board within reach, the student will touch or hand over the BREAK symbol to request a break before engaging in the defined problem behavior independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during two planned routines.
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.