Use stop, think, choose with a picture card
When to use this goal
For primary students who act on the first idea in small conflicts or choices (pushing to the front, grabbing a game, shouting a complaint). Present levels decide fit. A three-picture card (stop sign, thinking face, two choices) gives a short routine to run before acting.
- Baseline
- Log small problems for two weeks: what happened and what the student did first. Run 3 or 4 practice scenarios before measuring real ones. Write an operational definition first (what counts as the impulsive response and what counts as using the strategy), and teach and practice the strategy before measuring it.
- Tips
- Score an opportunity as met when the student stopped and made a choice before acting, whatever choice it was. Talk through how it went later, not in the moment.
- Limits
- Problems are uneven in number; practice runs fill gaps. Not for aggression that needs a behavior plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ic-005.
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Goal
By the annual IEP review date, when a small problem comes up with a peer during play or group work, the student will stop, touch the card, name two choices, and pick one to try independently in at least 3 of 4 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily, with weekly practice scenarios.
Baseline: 0 of 4 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 Impulse Control & Inhibition.
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 - Impulse Control & Inhibition
- Baseline
- 0 of 4 opportunities.
- Annual goal335 characters
- By the annual IEP review date, when a small problem comes up with a peer during play or group work, the student will stop, touch the card, name two choices, and pick one to try independently in at least 3 of 4 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily, with weekly practice scenarios.
- Timeframe
- By the annual IEP review date
- Condition
- When a small problem comes up with a peer during play or group work
- Behavior
- The student will stop, touch the card, name two choices, and pick one to try independently
- Criteria
- In at least 3 of 4 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Daily, with weekly practice scenarios
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 3 of 4 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- daily, with weekly practice scenarios
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a small problem comes up with a peer during play or group work, the student will stop, touch the card, name two choices, and pick one to try independently in at least 3 of 4 opportunities, across 3 consecutive weeks, as measured by direct observation collected daily, with weekly practice scenarios.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.