Complete a non-preferred routine shown on a first-then board
When to use this goal
For young students who refuse or stall on short required routines (coming to the table, putting on shoes) but will do them when they can see the preferred activity that follows. The routine on the first side must already be within the student's ability; present levels and observation decide fit.
- Baseline
- Present the board for 5 routines a day for 3 days. Record whether the student completed the first routine without physical guidance and within 2 minutes. Separate routines the student never does from routines they sometimes do; start the goal with the second kind.
- Tips
- The then activity must happen right away each time the first routine is completed, or the board stops meaning anything. Use real photos of the student's classroom and favorite items. Fade by lengthening the first routine, not by delaying the preferred activity.
- Limits
- Measures compliance with a visual contract, not independent initiation; plan to fade the board toward the daily schedule. If refusal is driven by escape from a routine that is too hard, teach the routine first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-rt-020.
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Goal
By the annual IEP review date, when shown a first-then board with a short required routine first and a preferred activity second, the student will complete the routine shown on the first side of the board and then move to the preferred activity with the board shown once and no further prompts in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily across five planned first-then opportunities.
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. Opportunity (trial) recording 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 Functional Routines.
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
- Functional & Independence Skills - Functional Routines
- Baseline
- 1 of 5 opportunities.
- Annual goal479 characters
- By the annual IEP review date, when shown a first-then board with a short required routine first and a preferred activity second, the student will complete the routine shown on the first side of the board and then move to the preferred activity with the board shown once and no further prompts in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily across five planned first-then opportunities.
- Timeframe
- By the annual IEP review date
- Condition
- When shown a first-then board with a short required routine first and a preferred activity second
- Behavior
- The student will complete the routine shown on the first side of the board and then move to the preferred activity with the board shown once and no further prompts
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily across five planned first-then opportunities
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 data collection days
- Collection schedule:
- daily across five planned first-then opportunities
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when shown a first-then board with a short required routine first and a preferred activity second, the student will complete the routine shown on the first side of the board and then move to the preferred activity with the board shown once and no further prompts in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily across five planned first-then opportunities.
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.