Reduce property destruction while using the help or break request
When to use this goal
A reduction goal for students whose plan defines property destruction (tearing, throwing, breaking materials) and who are learning a help or break request. Base the choice on event recording. Pair with bh-rep-007 (help) or bh-rep-001 (break) depending on the function.
- Baseline
- Record 5 or more days with the plan's definition, noting the task and difficulty level at each incident. If most incidents happen on hard items, the function is likely difficulty and bh-rep-007 is the replacement; if they happen on any work, bh-rep-001 fits. Separate accidental damage from the defined behavior.
- Tips
- Only valid with a replacement goal in place; graph request use and destruction together. Count each incident once, not each item damaged. Keep task difficulty at the instructional level during teaching so the replacement is practiced on real frustration without constant failure.
- Limits
- Frequency does not capture cost or severity; note major incidents separately. If destruction occurs mainly when the student is alone, no one sees the antecedent and the function may be misjudged; add an antecedent column to the data sheet.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-023.
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Goal
By the annual IEP review date, during academic periods with the help card and break card on the desk, the student will reduce property destruction as defined in the behavior plan (tearing, throwing, or breaking materials) to no more than 1 time per school day, with the help and break requests honored every time, across 4 consecutive weekly data summaries, as measured by frequency recording collected daily, every occurrence, summarized weekly.
Baseline: 4 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
- 4 times per school day.
- Annual goal446 characters
- By the annual IEP review date, during academic periods with the help card and break card on the desk, the student will reduce property destruction as defined in the behavior plan (tearing, throwing, or breaking materials) to no more than 1 time per school day, with the help and break requests honored every time, 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
- During academic periods with the help card and break card on the desk
- Behavior
- The student will reduce property destruction as defined in the behavior plan (tearing, throwing, or breaking materials), with the help and break requests honored every time
- 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, during academic periods with the help card and break card on the desk, the student will reduce property destruction as defined in the behavior plan (tearing, throwing, or breaking materials) to no more than 1 time per school day, with the help and break requests honored every time, 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.