Reduce destroying own work after mistakes
When to use this goal
A reduction goal for students who destroy their own work often enough to lose most of their practice, based on event recording. Pair with bh-rep-052 (fresh copy request) and, if needed, a help request (bh-rep-007).
- Baseline
- Count episodes for five days and record the task and the mistake that came before. Collect torn work as a permanent product when possible.
- Tips
- Valid only with the replacement request in place; graph both. Respond calmly and offer the fresh copy; avoid lecturing about wasted paper.
- Limits
- Counts episodes, not how much work was lost. Not a fit when work is destroyed to escape the task itself; then a break or chunk request fits better.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-053.
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Goal
By the annual IEP review date, across work periods with a redo card and spare copies in reach, the student will reduce destroying their own work as defined in the behavior plan (tearing, crumpling, or scribbling over it) to no more than 1 time per school day, with the fresh copy request honored every time it is used, across 3 consecutive weekly data summaries, as measured by frequency recording collected daily, every occurrence, summarized weekly.
Baseline: 6 times per school day.
- 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
- 6 times per school day.
- Annual goal451 characters
- By the annual IEP review date, across work periods with a redo card and spare copies in reach, the student will reduce destroying their own work as defined in the behavior plan (tearing, crumpling, or scribbling over it) to no more than 1 time per school day, with the fresh copy request honored every time it is used, across 3 consecutive weekly data summaries, as measured by frequency recording collected daily, every occurrence, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Across work periods with a redo card and spare copies in reach
- Behavior
- The student will reduce destroying their own work as defined in the behavior plan (tearing, crumpling, or scribbling over it), with the fresh copy request honored every time it is used
- Criteria
- No more than 1 time per school day, across 3 consecutive weekly data summaries
- Evaluation method
- Frequency recording
- Schedule
- Daily, every occurrence, 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 1 time per school day
- Mastery rule:
- across 3 consecutive weekly data summaries
- Collection schedule:
- daily, every occurrence, summarized weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, across work periods with a redo card and spare copies in reach, the student will reduce destroying their own work as defined in the behavior plan (tearing, crumpling, or scribbling over it) to no more than 1 time per school day, with the fresh copy request honored every time it is used, across 3 consecutive weekly data summaries, as measured by frequency recording collected daily, every occurrence, 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 school day.
- 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.