Offer to do a few more before stopping
When to use this goal
For students whose FBA shows escape from long tasks and who refuse, rip up work, or walk away partway through. Fit depends on the FBA and whether the student can count and state a number, not grade. The adult must accept fair counteroffers often enough that the student keeps using them.
- Baseline
- Record five times the student wanted to stop early (precursors or problem behavior) and what happened. Look at how many items the student usually does before stopping; counteroffers near that number are the ones to accept first.
- Tips
- Accept most reasonable counteroffers early, then start to negotiate ("how about four?"). Pair with bh-rep-044 so the student finishes what they offered. This builds the negotiating skill students need later at work.
- Limits
- A counteroffer that always means less work may slow progress; set a minimum the team agrees on. Not a fit when the task is a test or safety routine.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-043.
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Goal
By the annual IEP review date, during independent work when the student wants to stop before the task is finished, the student will make a counteroffer to end the task ("can I do three more and then stop?") before leaving or refusing 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: 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 goal438 characters
- By the annual IEP review date, during independent work when the student wants to stop before the task is finished, the student will make a counteroffer to end the task ("can I do three more and then stop?") before leaving or refusing 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
- During independent work when the student wants to stop before the task is finished
- Behavior
- The student will make a counteroffer to end the task ("can I do three more and then stop?") before leaving or refusing 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, during independent work when the student wants to stop before the task is finished, the student will make a counteroffer to end the task ("can I do three more and then stop?") before leaving or refusing 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.