Reduce throwing objects in the classroom
When to use this goal
A reduction goal for students who throw materials, chairs, or other objects when frustrated or to escape a task, at a rate that puts others at risk. Base it on event recording and the FBA. Pair with a replacement goal (a break or help request, see bh-rep-001 and bh-rep-007).
- Baseline
- Count throws for five or more days with the plan's definition, recording what was thrown and the antecedent. Separate throwing at people (aggression, see bh-rep-020) from throwing objects in general if the plan does.
- Tips
- The "all done" bin gives a safe way to push materials away, which is often the function. Teach and honor the replacement first; graph replacements and throws together. Never the only goal, and always with the crisis plan for chairs and heavy items.
- Limits
- Frequency does not show severity; a thrown pencil and a thrown chair count the same unless the plan separates them. Room setup changes the rate a lot; note changes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-saf-040.
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Goal
By the annual IEP review date, across the school day with the break and help requests available, the student will reduce throwing objects as defined in the behavior plan (any item thrown more than 1 foot, not counting planned games) to no more than 1 time per school day, with the break or help request honored every time it is used, across 4 consecutive weekly data summaries, as measured by frequency recording collected daily, every occurrence, summarized weekly.
Baseline: 7 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
- 7 times per school day.
- Annual goal466 characters
- By the annual IEP review date, across the school day with the break and help requests available, the student will reduce throwing objects as defined in the behavior plan (any item thrown more than 1 foot, not counting planned games) to no more than 1 time per school day, with the break or help request honored every time it is used, across 4 consecutive weekly data summaries, as measured by frequency recording collected daily, every occurrence, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- Across the school day with the break and help requests available
- Behavior
- The student will reduce throwing objects as defined in the behavior plan (any item thrown more than 1 foot, not counting planned games), with the break or help request honored every time it is used
- Criteria
- No more than 1 time per school day, across 4 consecutive weekly data summaries
- Evaluation method
- Frequency recording
- Schedule
- Daily, every occurrence, 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 occurrence, summarized weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, across the school day with the break and help requests available, the student will reduce throwing objects as defined in the behavior plan (any item thrown more than 1 foot, not counting planned games) to no more than 1 time per school day, with the break or help request honored every time it is used, across 4 consecutive weekly data summaries, as measured by frequency recording collected daily, every occurrence, 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.