Reduce physical aggression while using the replacement request
When to use this goal
A reduction goal for students whose behavior plan defines physical aggression and includes a taught replacement. Use it only alongside a replacement goal from this skill. Use present levels (a current frequency from the FBA) and the plan's definition to decide the observation period.
- Baseline
- Use at least 5 days of event recording with the behavior plan's definition before writing the target; one bad day is not a baseline. Record each incident's time, antecedent, and whether the replacement request was used or prompted. If the FBA is more than a year old or the function is unclear, update it before setting the goal.
- Tips
- This goal is only valid paired with a replacement: bh-rep-001 or bh-rep-002 (escape), bh-rep-004 (attention), bh-rep-006 (items), bh-rep-015 (denial), or bh-rep-018 (protest). The reduction should come from the replacement working, not from consequences. Keep the definition fixed for the whole year; if the plan narrows or widens it, start a new baseline. Each incident is one count regardless of how many hits it includes, unless the plan says otherwise.
- Limits
- Frequency ignores intensity and duration; add a severity rating or a duration goal if a few long or severe episodes matter more than the count. A target of 0 is rarely realistic in the first year; a low number with a replacement goal shows real progress. Never used to justify restraint, seclusion, or removal from instruction.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-020.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, across the school day with the replacement request available (break card, help card, or attention signal) and the behavior plan in place, the student will reduce physical aggression as defined in the behavior plan (hitting, kicking, pushing, or biting another person) to no more than 1 time per school day, with the replacement request taught and honored, across 4 consecutive weekly data summaries, as measured by frequency recording collected daily, every occurrence, summarized weekly.
Baseline: 6 times per school day.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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
- 6 times per school day.
- Annual goal519 characters
- By the annual IEP review date, across the school day with the replacement request available (break card, help card, or attention signal) and the behavior plan in place, the student will reduce physical aggression as defined in the behavior plan (hitting, kicking, pushing, or biting another person) to no more than 1 time per school day, with the replacement request taught and honored, across 4 consecutive weekly data summaries, as measured by frequency recording collected daily, every occurrence, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Across the school day with the replacement request available (break card, help card, or attention signal) and the behavior plan in place
- Behavior
- The student will reduce physical aggression as defined in the behavior plan (hitting, kicking, pushing, or biting another person), with the replacement request taught and honored
- Criteria
- No more than 1 time per school day, across 4 consecutive weekly data summaries
- Evaluation method
- Frequency recording
- Schedule
- Daily, every occurrence, summarized weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- no more than 1 time per school day
- Mastery rule:
- across 4 consecutive weekly data summaries
- Collection schedule:
- daily, every occurrence, summarized weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, across the school day with the replacement request available (break card, help card, or attention signal) and the behavior plan in place, the student will reduce physical aggression as defined in the behavior plan (hitting, kicking, pushing, or biting another person) to no more than 1 time per school day, with the replacement request taught and honored, across 4 consecutive weekly data summaries, as measured by frequency recording collected daily, every occurrence, summarized weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per school day.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.