Use a calming strategy on their own when a trigger occurs
When to use this goal
For students who complete the calm-down routine when cued (bh-rep-009 or bh-rep-011) but still wait for an adult to start it. Base the choice on cued versus self-started use. The triggers must be listed in the behavior plan so observers agree on when an opportunity occurred.
- Baseline
- List the student's triggers from the FBA, then observe 5 or more of them and record whether a strategy was used before problem behavior, after a cue, or not at all. Ask the student which strategies they would actually use in front of peers; strategies that embarrass the student will not be used.
- Tips
- Score only listed triggers, and only when an observer saw both the trigger and the response. Add a self-report check-in (did you use a strategy today?) as a second data source for triggers adults miss, but keep it separate from observed data. Emotional regulation skills more broadly, such as identifying feelings and choosing strategies, belong to the emotional-regulation skill.
- Limits
- Triggers are unpredictable, so some weeks will have few opportunities; fix a minimum number before summarizing. Strategies used covertly (silent counting) cannot be observed and will be undercounted, which is a reason to include at least one visible strategy on the card.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-012.
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Goal
By the annual IEP review date, when a listed trigger occurs (a peer comment, a lost turn, a change in the schedule) and no adult has given a cue, the student will use a taught calming strategy (slow breaths, counting, a fidget, stepping to the calm spot) within 1 minute of the trigger and before any defined problem behavior independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed trigger, summarized every 2 weeks.
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. Direct observation 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 goal510 characters
- By the annual IEP review date, when a listed trigger occurs (a peer comment, a lost turn, a change in the schedule) and no adult has given a cue, the student will use a taught calming strategy (slow breaths, counting, a fidget, stepping to the calm spot) within 1 minute of the trigger and before any defined problem behavior independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed trigger, summarized every 2 weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When a listed trigger occurs (a peer comment, a lost turn, a change in the schedule) and no adult has given a cue
- Behavior
- The student will use a taught calming strategy (slow breaths, counting, a fidget, stepping to the calm spot) within 1 minute of the trigger and before any defined problem behavior independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries
- Evaluation method
- Direct observation
- Schedule
- Each observed trigger, summarized every 2 weeks
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 2-week data summaries
- Collection schedule:
- each observed trigger, summarized every 2 weeks
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a listed trigger occurs (a peer comment, a lost turn, a change in the schedule) and no adult has given a cue, the student will use a taught calming strategy (slow breaths, counting, a fidget, stepping to the calm spot) within 1 minute of the trigger and before any defined problem behavior independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed trigger, summarized every 2 weeks.
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.