Ask for a smaller chunk of work
When to use this goal
For students whose FBA hypothesis is escape from long or dense tasks (a full worksheet, a page of problems) and whose problem behavior starts when the work is handed out. Fit depends on the FBA, not grade. The adult must be ready to cut the task when asked; the request only works if it gets results.
- Baseline
- From the FBA's ABC data, list the tasks that set off the problem behavior and count, for five such tasks, whether the student asked for less, protested, or left. Note task length; the first shortened version should be one the student usually finishes.
- Tips
- Honor every request at first by covering or folding the page. Later, the smaller chunk can be followed by another one, so the full task gets done in pieces. This fits escape from task size; when the work is too hard rather than too long, use bh-rep-007 (help) or bh-rep-008 (modified task). Pair with a reduction goal if the plan tracks the problem behavior.
- Limits
- Requests can become so frequent that little work gets done; plan how the chunks will grow. Does not address skill gaps that make the work hard.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-032.
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Goal
By the annual IEP review date, when a worksheet or task the FBA identifies as a trigger is placed in front of the student, the student will ask for a smaller part of the task using the taught form (saying "less please", folding the page, or handing over the "smaller" card) independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected daily during the target 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 goal478 characters
- By the annual IEP review date, when a worksheet or task the FBA identifies as a trigger is placed in front of the student, the student will ask for a smaller part of the task using the taught form (saying "less please", folding the page, or handing over the "smaller" card) independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected daily during the target work period, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When a worksheet or task the FBA identifies as a trigger is placed in front of the student
- Behavior
- The student will ask for a smaller part of the task using the taught form (saying "less please", folding the page, or handing over the "smaller" card) independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly data summaries
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during the target 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 the target work period, summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a worksheet or task the FBA identifies as a trigger is placed in front of the student, the student will ask for a smaller part of the task using the taught form (saying "less please", folding the page, or handing over the "smaller" card) independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected daily during the target 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.