Ask for a high five instead of hitting
When to use this goal
For preschool students whose FBA shows hitting, pinching, or pulling hair gets adult attention and physical contact. Fit depends on the FBA, not age. The adult must answer the request with the contact the child is seeking, in a way the family and school agree on.
- Baseline
- Use ABC data to confirm that contact and attention follow the hitting. Record five early-sign moments and what the child did. Ask the family which kinds of contact are welcome.
- Tips
- Give lots of free attention and contact during calm times so the child does not need to ask often. Answer every request at first. Pair with bh-rep-020 if hitting is counted. Respect any child who does not want contact; this goal is for children seeking it.
- Limits
- Contact rules differ by school; follow them. If the hitting is not attention-maintained, this replacement is unlikely to work.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-057.
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Goal
By the annual IEP review date, during play and table time when an adult is nearby but busy, the student will ask for a hug, high five, or squeeze by sign, word, or picture independently in at least 4 of 5 opportunities, on 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily across routines.
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 goal338 characters
- By the annual IEP review date, during play and table time when an adult is nearby but busy, the student will ask for a hug, high five, or squeeze by sign, word, or picture independently in at least 4 of 5 opportunities, on 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily across routines.
- Timeframe
- By the annual IEP review date
- Condition
- During play and table time when an adult is nearby but busy
- Behavior
- The student will ask for a hug, high five, or squeeze by sign, word, or picture independently
- Criteria
- In at least 4 of 5 opportunities, on 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily across routines
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:
- on 3 consecutive data collection days
- Collection schedule:
- daily across routines
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during play and table time when an adult is nearby but busy, the student will ask for a hug, high five, or squeeze by sign, word, or picture independently in at least 4 of 5 opportunities, on 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily across routines.
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.