Get an adult's attention with a taught signal
When to use this goal
For students whose FBA shows attention-maintained behavior (calling out, grabbing the adult, making noises, hitting a peer when the adult is nearby). Base the choice on the FBA. Choose a signal the student can produce in under 2 seconds: a tap on the adult's arm, "excuse me," a raised hand, or an attention card.
- Baseline
- Record 5 or more moments when the student clearly wanted attention (looking at the adult, approaching, starting the problem behavior) and note which form was used. Also count how often adults currently respond to the problem behavior, since the replacement only works if the signal gets attention faster than the problem behavior does.
- Tips
- Respond to the signal within 2 to 3 seconds during the first weeks, every time, so it beats the problem behavior. Build the wait gradually (bh-rep-014 covers waiting for a busy adult). Score the opportunity as independent only when the signal came before any problem behavior. Pair with the reduction goal bh-rep-021 if the plan tracks calling out.
- Limits
- Only valid when the function is adult attention; a student who calls out to escape work needs bh-rep-001 instead. Opportunity counts depend on how many adults are around, so sample the same two routines each week.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-004.
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Goal
By the annual IEP review date, when the student wants an adult's attention while the adult is working with another student, the student will use the taught attention signal (tap on the arm, "excuse me," raised hand, or attention card) and wait for the adult to respond before speaking or acting further independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected daily during two attention-rich routines, 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 goal512 characters
- By the annual IEP review date, when the student wants an adult's attention while the adult is working with another student, the student will use the taught attention signal (tap on the arm, "excuse me," raised hand, or attention card) and wait for the adult to respond before speaking or acting further independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected daily during two attention-rich routines, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When the student wants an adult's attention while the adult is working with another student
- Behavior
- The student will use the taught attention signal (tap on the arm, "excuse me," raised hand, or attention card) and wait for the adult to respond before speaking or acting further independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly data summaries
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during two attention-rich routines, 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 two attention-rich routines, summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when the student wants an adult's attention while the adult is working with another student, the student will use the taught attention signal (tap on the arm, "excuse me," raised hand, or attention card) and wait for the adult to respond before speaking or acting further independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected daily during two attention-rich routines, 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.