Say 'no' or 'stop' with words or a symbol instead of hitting
When to use this goal
For young students who hit, bite, or push to stop something they dislike (a peer too close, a hand on their shoulder, a loud toy). Fits when the FBA shows escape from a specific unwanted event. Present levels in communication decide the protest form: a word, a sign, a STOP symbol, or a hand-up gesture.
- Baseline
- Identify from the FBA which events the student is escaping. Record 5 or more such events and the first response: protest form, aggression, or walking away. Use only mild, agreed events in planned trials, stop the moment the student protests, and never set up events that frighten the student.
- Tips
- The protest must work: the adult or peer stops at once, every time, during teaching. Teach peers to respond to the protest form as well. Score the first response only. Teaching "stop" is a consent and safety skill, and refusing an unwanted touch is never scored as noncompliance. Pair with the reduction goal bh-rep-020 if aggression is tracked.
- Limits
- Does not fit events that cannot be stopped (a fire drill, a required medication); those need a tolerance plan. Natural opportunities depend on peers doing something unwanted, so planned trials are needed for enough data.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-018.
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Goal
By the annual IEP review date, when a peer or adult does something the student dislikes (touches their materials, stands too close, continues a game), the student will protest with the taught form ("no," "stop," signed STOP, or the STOP symbol) before hitting, pushing, or biting independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during play and one planned practice.
Baseline: 0 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
- 0 of 5 opportunities.
- Annual goal471 characters
- By the annual IEP review date, when a peer or adult does something the student dislikes (touches their materials, stands too close, continues a game), the student will protest with the taught form ("no," "stop," signed STOP, or the STOP symbol) before hitting, pushing, or biting independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during play and one planned practice.
- Timeframe
- By the annual IEP review date
- Condition
- When a peer or adult does something the student dislikes (touches their materials, stands too close, continues a game)
- Behavior
- The student will protest with the taught form ("no," "stop," signed STOP, or the STOP symbol) before hitting, pushing, or biting independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during play and one planned practice
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 play and one planned practice
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a peer or adult does something the student dislikes (touches their materials, stands too close, continues a game), the student will protest with the taught form ("no," "stop," signed STOP, or the STOP symbol) before hitting, pushing, or biting independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during play and one planned practice.
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.