Request a matched sensory item or activity
When to use this goal
For young students whose FBA points to an automatic (sensory) function for a behavior that is unsafe or damaging, such as tearing books, picking skin until it bleeds, or biting objects that break. Fit depends on the FBA and OT input, not age. Harmless movements and sounds are never targets; only the unsafe behavior gets a matched alternative.
- Baseline
- Work with the OT to identify what the behavior gives the student (pressure, texture, the sound of tearing) and pick items that give the same thing. Record five early signs of the behavior and whether the student requested an item, used one, or did the unsafe behavior.
- Tips
- Matching the sensory result is what makes this work: scrap paper for tearing, a chew tool for biting, a textured strip for picking. Free access to the items is often the first step. Pair with a reduction goal only if the unsafe behavior is counted in the plan. Never use this goal to stop safe stimming.
- Limits
- Automatic functions are hard to confirm; review the hypothesis if the matched items are not used. Medical causes of skin picking or biting should be ruled out with the family and school nurse.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-036.
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Goal
By the annual IEP review date, during the times of day the FBA lists for the unsafe behavior, with matched sensory items in a labeled bin, the student will request a matched sensory item or activity (a chew tool, scrap paper to tear, or a textured toy) by sign, picture, or word 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 high-risk times.
Baseline: 0 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
- 0 of 5 opportunities.
- Annual goal461 characters
- By the annual IEP review date, during the times of day the FBA lists for the unsafe behavior, with matched sensory items in a labeled bin, the student will request a matched sensory item or activity (a chew tool, scrap paper to tear, or a textured toy) by sign, picture, or word 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 high-risk times.
- Timeframe
- By the annual IEP review date
- Condition
- During the times of day the FBA lists for the unsafe behavior, with matched sensory items in a labeled bin
- Behavior
- The student will request a matched sensory item or activity (a chew tool, scrap paper to tear, or a textured toy) by sign, picture, or word 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 high-risk times
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 high-risk times
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during the times of day the FBA lists for the unsafe behavior, with matched sensory items in a labeled bin, the student will request a matched sensory item or activity (a chew tool, scrap paper to tear, or a textured toy) by sign, picture, or word 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 high-risk times.
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.