Use the break card at the first sign
When to use this goal
For students who know the break request but use it only after they are already upset, when problem behavior has started. Fit depends on data showing the request comes late, not grade. The precursor must be defined in the plan.
- Baseline
- Time from the first precursor to the break request on five episodes; when no request came, record the time to the problem behavior. Video or two observers help define the precursor clearly.
- Tips
- Teach the student to notice their own early signs with pictures or a short video. Honor early requests every time. Pair with bh-rep-001 (break request rate) and a reduction goal if needed.
- Limits
- Precursors can be subtle and hard to time; agree on them first. A student may learn to request breaks without precursors, which is fine early on.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-059.
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Goal
By the annual IEP review date, during a non-preferred task when the student shows the first precursor named in the plan (sighing, pushing materials, or putting the head down), the student will respond to the first precursor by using the break card or the taught break words independently within 20 seconds, on 4 of 5 consecutive observed days, as measured by latency recording collected each precursor episode, summarized daily.
Baseline: 120 seconds.
- 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. Latency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Latency recording gives latency 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
- 120 seconds.
- Annual goal428 characters
- By the annual IEP review date, during a non-preferred task when the student shows the first precursor named in the plan (sighing, pushing materials, or putting the head down), the student will respond to the first precursor by using the break card or the taught break words independently within 20 seconds, on 4 of 5 consecutive observed days, as measured by latency recording collected each precursor episode, summarized daily.
- Timeframe
- By the annual IEP review date
- Condition
- During a non-preferred task when the student shows the first precursor named in the plan (sighing, pushing materials, or putting the head down)
- Behavior
- The student will respond to the first precursor by using the break card or the taught break words independently
- Criteria
- Within 20 seconds, on 4 of 5 consecutive observed days
- Evaluation method
- Latency recording
- Schedule
- Each precursor episode, summarized daily
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Latency tracker. Records the cue time and the response time.
Latency tracker
Latency- Student label:
- Target:
- within 20 seconds
- Mastery rule:
- on 4 of 5 consecutive observed days
- Collection schedule:
- each precursor episode, summarized daily
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, during a non-preferred task when the student shows the first precursor named in the plan (sighing, pushing materials, or putting the head down), the student will respond to the first precursor by using the break card or the taught break words independently within 20 seconds, on 4 of 5 consecutive observed days, as measured by latency recording collected each precursor episode, summarized daily.
| Date | Instruction / cue | Cue given (time) | Response began (time) | Latency (seconds) | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the cue ends (for example, the end of the direction). Stop when the defined response begins.
- Record latency in seconds. Shorter latency means faster starts.
- Use a stopwatch or a timer app. Avoid estimating from the clock when measuring seconds.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.