Request an item with words, sign, or a picture instead of grabbing
When to use this goal
For young students who grab, scream, or push to get a toy, snack, or turn. Fits when the FBA shows access to items or activities as the function. Present levels in communication decide the request form: a word, a sign, a picture exchange, or a device.
- Baseline
- Run a short preference assessment so the items used in probes are truly wanted. Then set up 5 opportunities with an item in view and record the first response: taught request, grab or scream, or no response. Note the prompt level needed to get the request.
- Tips
- Deliver the item within a few seconds of the request while the skill is new; do not withhold it to teach waiting yet (bh-rep-013 handles delay later). A grab after a request still counts as a request if the request came first; record both. Agree on what counts as a recognizable request so the paraprofessional and teacher score the same way.
- Limits
- Probes require preferred items on hand, so data depend on access to them. The goal does not measure spontaneous requests across the day; a broader requesting goal belongs in the speech-language or communication skills.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-006.
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Goal
By the annual IEP review date, during snack or center time when a preferred item is visible but out of reach, the student will request the item using the taught form (word, sign, picture exchange, or device) before reaching for or grabbing it independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack and one play routine.
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 goal431 characters
- By the annual IEP review date, during snack or center time when a preferred item is visible but out of reach, the student will request the item using the taught form (word, sign, picture exchange, or device) before reaching for or grabbing it independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack and one play routine.
- Timeframe
- By the annual IEP review date
- Condition
- During snack or center time when a preferred item is visible but out of reach
- Behavior
- The student will request the item using the taught form (word, sign, picture exchange, or device) before reaching for or grabbing it independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during snack and one play routine
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 snack and one play routine
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during snack or center time when a preferred item is visible but out of reach, the student will request the item using the taught form (word, sign, picture exchange, or device) before reaching for or grabbing it independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack and one play routine.
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.