Complete the steps of a calm-down routine when upset
When to use this goal
For students who escalate (yelling, throwing, hitting) when frustrated and who have been taught a specific routine during calm moments. Base the choice on whether the student can perform the steps on request when calm. Edit the steps to match the routine actually taught.
- Baseline
- First confirm the student can perform all steps on request when calm; if not, teach that before measuring in real episodes. Then score 3 to 5 real or practice episodes with the checklist, recording which steps were independent, prompted, or skipped. Note the latency from trigger to the first step.
- Tips
- Practice the routine daily when the student is calm, and score planned practices as well as real episodes so there are enough data points. Do not add steps that depend on an internal state ("feels better"); every step must be visible. The regulation side of this skill (naming feelings, choosing strategies) belongs to the emotional-regulation skill; this template measures the routine as a replacement for escalation.
- Limits
- Real triggers vary in intensity, so a low score on a hard day may not mean regression; record a trigger intensity rating with each episode. The step count does not show whether escalation was prevented; the behavior plan's frequency data do.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-009.
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Goal
By the annual IEP review date, when a defined trigger occurs (losing a game, being told to stop an activity, a peer taking a turn) and the student shows an early sign of escalation, the student will complete the steps of the calm-down routine before returning to the activity, performing at least 5 of 6 steps independently, on 4 of 5 consecutive scored episodes, as measured by a task-analysis checklist collected each scored episode, at least 2 per week including planned practice.
Baseline: 2 of 6 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 2 of 6 steps independently.
- Annual goal483 characters
- By the annual IEP review date, when a defined trigger occurs (losing a game, being told to stop an activity, a peer taking a turn) and the student shows an early sign of escalation, the student will complete the steps of the calm-down routine before returning to the activity, performing at least 5 of 6 steps independently, on 4 of 5 consecutive scored episodes, as measured by a task-analysis checklist collected each scored episode, at least 2 per week including planned practice.
- Timeframe
- By the annual IEP review date
- Condition
- When a defined trigger occurs (losing a game, being told to stop an activity, a peer taking a turn) and the student shows an early sign of escalation
- Behavior
- The student will complete the steps of the calm-down routine before returning to the activity
- Criteria
- Performing at least 5 of 6 steps independently, on 4 of 5 consecutive scored episodes
- Evaluation method
- A task-analysis checklist
- Schedule
- Each scored episode, at least 2 per week including planned practice
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 5 of 6 steps independently
- Mastery rule:
- on 4 of 5 consecutive scored episodes
- Collection schedule:
- each scored episode, at least 2 per week including planned practice
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when a defined trigger occurs (losing a game, being told to stop an activity, a peer taking a turn) and the student shows an early sign of escalation, the student will complete the steps of the calm-down routine before returning to the activity, performing at least 5 of 6 steps independently, on 4 of 5 consecutive scored episodes, as measured by a task-analysis checklist collected each scored episode, at least 2 per week including planned practice.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Stops the current action (hands down, mouth closed, or steps back) | ||||||||
| 2. Names the feeling or points to it on a chart | ||||||||
| 3. Goes to the calm spot or turns away from the trigger | ||||||||
| 4. Takes 5 slow breaths or uses the chosen calming tool | ||||||||
| 5. Checks the body signal (fists open, voice quiet) | ||||||||
| 6. Tells the adult they are ready or shows the ready card | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 5 of 6).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.