Ask for help on a hard item before giving up or acting out
When to use this goal
For students who tear papers, throw materials, or shut down when a task gets hard, and whose FBA points to escape from difficulty rather than from work in general. The social-emotional requesting-help skill covers help-seeking more broadly; this template targets the moment before the problem behavior.
- Baseline
- Seed a work period with 2 or 3 items just above the student's level and record the response to each: help request, problem behavior, or silent stop. Also note how long the student tolerates being stuck before the precursor appears, which tells you when to prompt during instruction.
- Tips
- Answer help requests within a few seconds at first, and keep the help brief so the request does not become a way to avoid the whole task. Score the opportunity as independent only when the request came before any problem behavior. Pair with the reduction goal bh-rep-023 if property destruction is tracked in the behavior plan.
- Limits
- Seeded items make the probe artificial; add naturally occurring opportunities when possible. If the student also avoids easy work, the function is likely general escape and bh-rep-001 fits better.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-007.
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Goal
By the annual IEP review date, during independent work when the student has made no progress on an item for 30 seconds or shows a defined precursor (erasing hard, sighing, pushing the paper), the student will ask for help using the taught form (raised hand, help card, or "I need help with this") before crumpling, throwing, or leaving the 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 one independent 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 goal554 characters
- By the annual IEP review date, during independent work when the student has made no progress on an item for 30 seconds or shows a defined precursor (erasing hard, sighing, pushing the paper), the student will ask for help using the taught form (raised hand, help card, or "I need help with this") before crumpling, throwing, or leaving the 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 one independent work period, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During independent work when the student has made no progress on an item for 30 seconds or shows a defined precursor (erasing hard, sighing, pushing the paper)
- Behavior
- The student will ask for help using the taught form (raised hand, help card, or "I need help with this") before crumpling, throwing, or leaving the 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 one independent 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 one independent work period, summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during independent work when the student has made no progress on an item for 30 seconds or shows a defined precursor (erasing hard, sighing, pushing the paper), the student will ask for help using the taught form (raised hand, help card, or "I need help with this") before crumpling, throwing, or leaving the 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 one independent 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.