Use a calm-down routine with adult help when upset
When to use this goal
For young students whose upset episodes (crying, dropping to the floor, hitting) last until an adult physically redirects them. Base the choice on family input on what soothes the student. Co-regulation with an adult is expected at this level; the routine gives the student a role in it.
- Baseline
- For one week, log each upset episode: trigger, how long it lasted, what the adult did, and which routine steps the student did with help. Ask the family what calms the student at home and include those items. Practice the routine when the student is calm before using it in real episodes.
- Tips
- Score each step as done with the chosen support level, with more support, or not done. The calm-down spot is a comfort space, not a timeout; the student is never sent there as a consequence. Stimming, rocking, or holding a familiar object can be the calming action. Keep the adult's language minimal and the same each time.
- Limits
- Episodes are unpredictable; practice runs supply most early data and should be labeled. The checklist measures the routine, not episode length (see se-er-009). Some young students need a different soothing approach entirely; follow family and OT input.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-007.
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Goal
By the annual IEP review date, when they become upset during a transition, a denied request, or a peer conflict, as defined in their plan, the student will complete the steps of their calm-down routine with an adult who names each step once, performing at least 4 of 5 steps independently, across 3 consecutive upset episodes, as measured by a task-analysis checklist collected after each episode, with practice runs twice weekly.
Baseline: 1 of 5 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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 Emotional Regulation.
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 - Emotional Regulation
- Baseline
- 1 of 5 steps independently.
- Annual goal430 characters
- By the annual IEP review date, when they become upset during a transition, a denied request, or a peer conflict, as defined in their plan, the student will complete the steps of their calm-down routine with an adult who names each step once, performing at least 4 of 5 steps independently, across 3 consecutive upset episodes, as measured by a task-analysis checklist collected after each episode, with practice runs twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When they become upset during a transition, a denied request, or a peer conflict, as defined in their plan
- Behavior
- The student will complete the steps of their calm-down routine with an adult who names each step once
- Criteria
- Performing at least 4 of 5 steps independently, across 3 consecutive upset episodes
- Evaluation method
- A task-analysis checklist
- Schedule
- After each episode, with practice runs twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing at least 4 of 5 steps independently
- Mastery rule:
- across 3 consecutive upset episodes
- Collection schedule:
- after each episode, with practice runs twice weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when they become upset during a transition, a denied request, or a peer conflict, as defined in their plan, the student will complete the steps of their calm-down routine with an adult who names each step once, performing at least 4 of 5 steps independently, across 3 consecutive upset episodes, as measured by a task-analysis checklist collected after each episode, with practice runs twice weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Moves to the calm-down spot (or accepts being walked there) | ||||||||
| 2. Picks one calming item or action from the two offered (squeeze toy, blanket, bubbles for breathing) | ||||||||
| 3. Uses the item or action for at least 1 minute | ||||||||
| 4. Shows or says they are ready (hands the item back, points to the all-done picture, or says "ready") | ||||||||
| 5. Returns to the activity or the next activity | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 4 of 5).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.