Reduce verbal aggression while using an anger statement or break
When to use this goal
A reduction goal for students whose plan defines verbal aggression (threats, insults, or cursing directed at a person) and who are learning to state anger or request a break instead. Base the choice on event recording. Pair with bh-rep-003 or bh-rep-026 (break) and a conflict-resolution or emotional-regulation goal.
- Baseline
- Record 5 or more days with the plan's definition, counting each separate statement directed at a person. Exclude cursing that is not directed at anyone if the team agrees, and write that down. Note the antecedent; verbal aggression after a correction points to bh-dir-010 as a second positive goal.
- Tips
- Valid only with a replacement goal in place; graph anger statements and break requests on the same chart. The anger statement is itself the replacement and must get a real response (space, a listener), not a consequence. This goal never covers threats that trigger a school safety protocol; those follow the protocol and are recorded separately.
- Limits
- Frequency does not capture severity; a threat and an insult count the same unless the plan separates them. Verbal aggression out of adult earshot is not counted.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-031.
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Goal
By the annual IEP review date, across the school day with the break request and the taught anger statement ("I'm angry, I need space") available, the student will reduce verbal aggression as defined in the behavior plan (threats, insults, or cursing directed at a person) to no more than 1 time per school day, with the break request and anger statement honored every time they are used, 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 goal520 characters
- By the annual IEP review date, across the school day with the break request and the taught anger statement ("I'm angry, I need space") available, the student will reduce verbal aggression as defined in the behavior plan (threats, insults, or cursing directed at a person) to no more than 1 time per school day, with the break request and anger statement honored every time they are used, 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 break request and the taught anger statement ("I'm angry, I need space") available
- Behavior
- The student will reduce verbal aggression as defined in the behavior plan (threats, insults, or cursing directed at a person), with the break request and anger statement honored every time they are used
- 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 break request and the taught anger statement ("I'm angry, I need space") available, the student will reduce verbal aggression as defined in the behavior plan (threats, insults, or cursing directed at a person) to no more than 1 time per school day, with the break request and anger statement honored every time they are used, 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.