Reduce pushing or grabbing peers during transitions
When to use this goal
A reduction goal for students who make frequent physical contact with peers in lines, at the carpet, and in crowded spaces, when the plan defines the contact. Base the choice on counts during transitions. Pair with bh-saf-007 (hands and feet to self) and, if the function is attention, replacement-behavior bh-rep-005.
- Baseline
- Count contacts across all transitions for 5 days, noting the peer, the place, and what happened before. If most contacts are toward one peer or in one place, a seating or line change may remove much of the problem before the goal starts. Separate deliberate contact from bumps in crowded spaces in the definition.
- Tips
- Only valid with a positive goal in place (bh-saf-007 or bh-rep-005). Positioning and a job for the hands reduce contact fastest; reminders alone rarely do. Each contact is one count; a shove that is returned by the peer is still one count for this student. Pair with replacement-behavior bh-rep-020 if the plan tracks aggression more broadly.
- Limits
- Contact in crowded lines is easy to miss or mis-attribute; the observer should be near the student. Does not capture intensity; a hard shove and a poke count the same.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-saf-016.
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Goal
By the annual IEP review date, during the day's line-ups and hallway transitions with the student's line spot assigned, the student will reduce making physical contact with a peer as defined in the behavior plan (pushing, grabbing, poking, or kicking) to no more than 1 time per school day, with an assigned line spot at the end of the line or next to an adult, across 4 consecutive weekly data summaries, as measured by frequency recording collected daily, every transition, summarized weekly.
Baseline: 8 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 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
- 8 times per school day.
- Annual goal494 characters
- By the annual IEP review date, during the day's line-ups and hallway transitions with the student's line spot assigned, the student will reduce making physical contact with a peer as defined in the behavior plan (pushing, grabbing, poking, or kicking) to no more than 1 time per school day, with an assigned line spot at the end of the line or next to an adult, across 4 consecutive weekly data summaries, as measured by frequency recording collected daily, every transition, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During the day's line-ups and hallway transitions with the student's line spot assigned
- Behavior
- The student will reduce making physical contact with a peer as defined in the behavior plan (pushing, grabbing, poking, or kicking), with an assigned line spot at the end of the line or next to an adult
- Criteria
- No more than 1 time per school day, across 4 consecutive weekly data summaries
- Evaluation method
- Frequency recording
- Schedule
- Daily, every transition, 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 4 consecutive weekly data summaries
- Collection schedule:
- daily, every transition, summarized weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during the day's line-ups and hallway transitions with the student's line spot assigned, the student will reduce making physical contact with a peer as defined in the behavior plan (pushing, grabbing, poking, or kicking) to no more than 1 time per school day, with an assigned line spot at the end of the line or next to an adult, across 4 consecutive weekly data summaries, as measured by frequency recording collected daily, every transition, 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.