Reduce joking remarks during instruction
When to use this goal
A reduction goal for secondary students whose FBA shows peer attention maintains joking remarks or comments meant to make peers laugh during instruction. Base it on event recording. Pair with bh-rep-033 (social pass) or bh-rep-050 (positive bids for peer attention).
- Baseline
- Count remarks during instruction for five periods and note peer response. Exclude jokes during partner talk or when humor is welcome; write that rule down so observers agree.
- Tips
- Humor is a strength; give it a place (a planned role, partner talk). Valid only with a replacement goal; graph remarks and replacement use together. Peers' laughter is the reinforcer, so a class-wide norm helps.
- Limits
- Judging a remark's intent is hard; rely on the plan's definition (said during teacher talk, followed by peer laughter or looks). Frequency does not show how disruptive each remark was.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-049.
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Goal
By the annual IEP review date, during a 50-minute class period with partner talk built into the lesson, the student will reduce making joking remarks to get peers to laugh during instruction (as defined in the behavior plan) to no more than 2 times per 50-minute class period, with partner talk time and the social pass honored every time they are used, on 4 of 5 consecutive observed class periods, as measured by frequency recording collected one class period daily, summarized weekly.
Baseline: 9 times per 50-minute class period.
- 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
- 9 times per 50-minute class period.
- Annual goal487 characters
- By the annual IEP review date, during a 50-minute class period with partner talk built into the lesson, the student will reduce making joking remarks to get peers to laugh during instruction (as defined in the behavior plan) to no more than 2 times per 50-minute class period, with partner talk time and the social pass honored every time they are used, on 4 of 5 consecutive observed class periods, as measured by frequency recording collected one class period daily, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 50-minute class period with partner talk built into the lesson
- Behavior
- The student will reduce making joking remarks to get peers to laugh during instruction (as defined in the behavior plan), with partner talk time and the social pass honored every time they are used
- Criteria
- No more than 2 times per 50-minute class period, on 4 of 5 consecutive observed class periods
- Evaluation method
- Frequency recording
- Schedule
- One class period daily, 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 2 times per 50-minute class period
- Mastery rule:
- on 4 of 5 consecutive observed class periods
- Collection schedule:
- one class period daily, summarized weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 50-minute class period with partner talk built into the lesson, the student will reduce making joking remarks to get peers to laugh during instruction (as defined in the behavior plan) to no more than 2 times per 50-minute class period, with partner talk time and the social pass honored every time they are used, on 4 of 5 consecutive observed class periods, as measured by frequency recording collected one class period daily, 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 50-minute class period.
- 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.