Keep hands and feet in own space during transitions and lines
When to use this goal
For students who push, poke, kick, or grab peers in lines, at the carpet, or during transitions. Scores each transition as an opportunity. Base the choice on counting transitions with and without contact. If the contact is a bid for attention, pair with replacement-behavior bh-rep-005.
- Baseline
- Record 5 transitions: no contact with peers, contact once, or contact more than once. Note the position in line and the peers nearby. Decide whether accidental bumps count; most teams count only deliberate contact and write that down.
- Tips
- Give the hands a job (carrying the clipboard, holding a strap). Position matters more than reminders in the early weeks. Score the whole transition. The sample target is 4 of 5, not 5 of 5: a 100% bar on whole transitions is punitive for a young student and leaves no room to report real progress. Reserve 100% for imminent-danger safety goals (curbs, doors, leaving the area). For students with frequent contact, use the reduction goal bh-saf-016 (for example, no more than 1 contact per transition) instead, paired with this goal.
- Limits
- Whole-transition scoring is all-or-nothing and can hide progress from 6 contacts to 1; the reduction goal captures that. Accidental contact in crowded spaces is hard to judge; two observers should practice together.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-saf-007.
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Goal
By the annual IEP review date, during a line-up and hallway transition with peers within arm's reach, the student will keep hands and feet in own space (no contact with peers) for the whole transition independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected daily, 1 to 2 transitions, summarized weekly.
Baseline: 2 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. Direct observation 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 Safety 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 - Safety Behaviors
- Baseline
- 2 of 5 opportunities.
- Annual goal382 characters
- By the annual IEP review date, during a line-up and hallway transition with peers within arm's reach, the student will keep hands and feet in own space (no contact with peers) for the whole transition independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected daily, 1 to 2 transitions, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a line-up and hallway transition with peers within arm's reach
- Behavior
- The student will keep hands and feet in own space (no contact with peers) for the whole transition independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly data summaries
- Evaluation method
- Direct observation
- Schedule
- Daily, 1 to 2 transitions, 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:
- daily, 1 to 2 transitions, summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a line-up and hallway transition with peers within arm's reach, the student will keep hands and feet in own space (no contact with peers) for the whole transition independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected daily, 1 to 2 transitions, 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.