Pick the request that matches the need
When to use this goal
For students whose FBA shows the same problem behavior serves two functions (escape from work at some times, adult attention at others) and who already use one replacement request. Fit depends on the FBA's function data by setting, not grade.
- Baseline
- Use the FBA's ABC data to tag each episode with its likely function. Score five precursor episodes: did the student use a request, and did it match the function the team expected? A mismatched request is still better than the problem behavior; score it separately.
- Tips
- Teach one request at a time; add the second only when the first is steady. Honor both every time at first. If the student uses only one request for everything, check whether the hypothesis is right before reteaching.
- Limits
- Function is inferred, so scoring a request as matching is a judgment call; agree on rules first. Not a fit for students who have not yet learned either request.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-037.
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Goal
By the annual IEP review date, during independent work with both the break card and the "check on me" card on the desk, the student will use the break card when the work feels too much and the "check on me" card when they want adult time 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 periods, 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 goal438 characters
- By the annual IEP review date, during independent work with both the break card and the "check on me" card on the desk, the student will use the break card when the work feels too much and the "check on me" card when they want adult time 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 periods, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During independent work with both the break card and the "check on me" card on the desk
- Behavior
- The student will use the break card when the work feels too much and the "check on me" card when they want adult time 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 periods, 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 periods, summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during independent work with both the break card and the "check on me" card on the desk, the student will use the break card when the work feels too much and the "check on me" card when they want adult time 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 periods, 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.