Point to a picture of what is wrong
When to use this goal
For young students who cry, scream, or hit when hurt, hungry, too hot, or in need of the bathroom, and who cannot yet say what is wrong. Fit depends on communication present levels and the FBA, not age. The SLP should choose the pictures.
- Baseline
- Record five distress episodes and what the cause turned out to be. Choose the four or five pictures that cover most causes. Check that the child can point accurately.
- Tips
- Fix the problem quickly every time the child points; that teaches the board works. Keep a small board on a lanyard so it is always near. Families can use a copy at home.
- Limits
- Some causes are not on the board; add pictures as patterns appear. Not a substitute for a full AAC system; coordinate with the aac skill goals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-058.
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Goal
By the annual IEP review date, when the student shows distress during the school day with a "what's wrong" picture board nearby, the student will point to a picture on the "what's wrong" board (hurt, hungry, thirsty, bathroom, too loud) independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected each distress episode, 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 goal427 characters
- By the annual IEP review date, when the student shows distress during the school day with a "what's wrong" picture board nearby, the student will point to a picture on the "what's wrong" board (hurt, hungry, thirsty, bathroom, too loud) independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected each distress episode, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When the student shows distress during the school day with a "what's wrong" picture board nearby
- Behavior
- The student will point to a picture on the "what's wrong" board (hurt, hungry, thirsty, bathroom, too loud) independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly data summaries
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Each distress episode, 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:
- each distress episode, summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when the student shows distress during the school day with a "what's wrong" picture board nearby, the student will point to a picture on the "what's wrong" board (hurt, hungry, thirsty, bathroom, too loud) independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected each distress episode, 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.