Accept a different item when the preferred one is unavailable
When to use this goal
For young children whose present levels show distress or refusal when a specific cup, chair, crayon, or toy is not available. For children with a few known preferences. Present levels decide which items to practice with.
- Baseline
- Log natural occasions when the preferred item is unavailable and record what the child did (took the alternative, waited, protested, refused the activity). Plan a few low-stakes substitutions with support once a pattern is clear.
- Tips
- Each unavailable-item moment is one opportunity. Met means the alternative is accepted and the activity continues within 1 minute; a brief protest followed by acceptance counts if the team agrees. Choose alternatives that are close to the preferred item at first.
- Limits
- Planned substitutions must stay low-stakes and never remove something the child needs. Opportunities are unpredictable; planned ones should be logged separately.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-cf-006.
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Goal
By the annual IEP review date, when a preferred item (a specific color, cup, seat, or toy) is unavailable and an alternative is offered, the student will take the alternative item and continue the activity within 1 minute independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected each natural or planned opportunity, summarized weekly.
Baseline: 1 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 Cognitive Flexibility.
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
- Executive Function - Cognitive Flexibility
- Baseline
- 1 of 5 opportunities.
- Annual goal397 characters
- By the annual IEP review date, when a preferred item (a specific color, cup, seat, or toy) is unavailable and an alternative is offered, the student will take the alternative item and continue the activity within 1 minute independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected each natural or planned opportunity, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When a preferred item (a specific color, cup, seat, or toy) is unavailable and an alternative is offered
- Behavior
- The student will take the alternative item and continue the activity within 1 minute independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Each natural or planned opportunity, 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 weeks
- Collection schedule:
- each natural or planned opportunity, summarized weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a preferred item (a specific color, cup, seat, or toy) is unavailable and an alternative is offered, the student will take the alternative item and continue the activity within 1 minute independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected each natural or planned opportunity, 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.