Request a movement break instead of leaving the seat
When to use this goal
For students who wander, rock the chair, or climb on furniture during seated work and whose plan allows scheduled movement. Fits when the FBA suggests the behavior is maintained by movement or sensory input rather than escape from the task. Base the choice on the OT's input.
- Baseline
- Record 5 or more seated periods: how long the student stayed seated before leaving, whether a request was made first, and what the student did when up. Work with the OT to choose menu items that match what the student seeks (pressure, movement, a job). If the student also leaves during easy, preferred seated work, movement is the likely function; if only during hard work, use bh-rep-001.
- Tips
- Honor every request while the skill is new and keep the break short (1 to 2 minutes) with a clear return. Score an opportunity as independent only when the request came before the student left the seat. A request that comes after standing up is recorded as prompted by the situation, not independent. Pair with bh-rep-010 for the return.
- Limits
- Sensory explanations are easy to assume and hard to verify; if the problem behavior does not drop when breaks are free, revisit the FBA. Does not measure on-task behavior in between breaks; use a sustained-attention goal for that.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-025.
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Goal
By the annual IEP review date, during seated work lasting more than 10 minutes with the movement-break card on the desk, the student will request a movement break using the card or taught phrase before leaving the seat or assigned spot independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected daily during one seated work period, summarized weekly.
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. 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
- 1 of 5 opportunities.
- Annual goal440 characters
- By the annual IEP review date, during seated work lasting more than 10 minutes with the movement-break card on the desk, the student will request a movement break using the card or taught phrase before leaving the seat or assigned spot independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected daily during one seated work period, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During seated work lasting more than 10 minutes with the movement-break card on the desk
- Behavior
- The student will request a movement break using the card or taught phrase before leaving the seat or assigned spot independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly data summaries
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during one seated work period, summarized weekly
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 weekly data summaries
- Collection schedule:
- daily during one seated work period, summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during seated work lasting more than 10 minutes with the movement-break card on the desk, the student will request a movement break using the card or taught phrase before leaving the seat or assigned spot independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected daily during one seated work period, summarized weekly.
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.