Respond to an accidental bump without retaliating
When to use this goal
For students who interpret accidental contact in hallways, lines, and games as intentional and push back or yell. Base the choice on incident data. The planned responses are brief and can include moving aside or a short phrase.
- Baseline
- Observe crowded transitions for a week and log bumps and the student's responses: planned response, verbal retaliation, physical retaliation, or distress. Review incident reports for the same pattern. Discuss with the student how they decide whether contact was on purpose.
- Tips
- An opportunity is an accidental bump observed or reported by staff. Score correct when the student's first response is a planned one, within 5 seconds, with no pushing, hitting, or yelling. Brief startle or an annoyed comment is not an error. Teach the student how to tell accidents from intentional contact and that reporting intentional contact is always allowed.
- Limits
- Bumps are frequent but easy to miss; station observers at the busiest transition. Students with sensory sensitivity may react strongly to touch for reasons other than misreading intent; coordinate with the OT. Intentional shoving by peers is a different problem and must be addressed by the school.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-cr-016.
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Goal
By the annual IEP review date, when a peer accidentally bumps into them in line, the hallway, or during a game, the student will respond with one planned response (say "excuse me" or "it's okay," move aside, or keep walking) without pushing, hitting, or yelling independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by direct observation collected weekly, combining transition observations and staff reports.
Baseline: 2 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 Conflict Resolution.
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
- Social-Emotional & Communication - Conflict Resolution
- Baseline
- 2 of 5 opportunities.
- Annual goal442 characters
- By the annual IEP review date, when a peer accidentally bumps into them in line, the hallway, or during a game, the student will respond with one planned response (say "excuse me" or "it's okay," move aside, or keep walking) without pushing, hitting, or yelling independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by direct observation collected weekly, combining transition observations and staff reports.
- Timeframe
- By the annual IEP review date
- Condition
- When a peer accidentally bumps into them in line, the hallway, or during a game
- Behavior
- The student will respond with one planned response (say "excuse me" or "it's okay," move aside, or keep walking) without pushing, hitting, or yelling independently
- Criteria
- In at least 4 of 5 opportunities, across 4 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Weekly, combining transition observations and staff reports
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 4 consecutive weeks
- Collection schedule:
- weekly, combining transition observations and staff reports
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a peer accidentally bumps into them in line, the hallway, or during a game, the student will respond with one planned response (say "excuse me" or "it's okay," move aside, or keep walking) without pushing, hitting, or yelling independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by direct observation collected weekly, combining transition observations and staff reports.
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.