Choose a calming item from two offered
When to use this goal
For preschoolers who cry, drop to the floor, or run when upset and who do not yet ask for comfort. Present levels and family input on what soothes the child decide fit, not age. Co-regulation is expected; the goal gives the student a choice inside it.
- Baseline
- For a week, log each upset moment, what the adult offered, and whether the student reached for, pushed away, or ignored the offer. Ask the family which objects, textures, or songs help at home and include them as choices. Note which items the student reaches for when calm.
- Tips
- Score correct when the student makes a clear choice within about 10 seconds and uses the item for a moment. Any choice counts, including the same item every time. Rotate items with the family's help so choices stay meaningful. Rocking, bouncing, or humming while holding the item is part of calming and is never corrected.
- Limits
- Some students calm best with no object at all (a quiet space, pressure, an adult nearby); adjust the choices instead of forcing an item. The goal does not measure how long the upset lasts (see se-er-009).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-021.
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Goal
By the annual IEP review date, when they show early signs of upset named in their plan (such as crying, covering ears, pushing materials away) and an adult holds up two calming items, the student will choose one of the two calming items (such as a squeeze ball, a soft blanket, a fidget, a favorite book) by reaching, pointing, saying, signing, or selecting it on their device, and use it independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during centers, transitions, and outdoor play.
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 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 opportunities.
- Annual goal589 characters
- By the annual IEP review date, when they show early signs of upset named in their plan (such as crying, covering ears, pushing materials away) and an adult holds up two calming items, the student will choose one of the two calming items (such as a squeeze ball, a soft blanket, a fidget, a favorite book) by reaching, pointing, saying, signing, or selecting it on their device, and use it independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during centers, transitions, and outdoor play.
- Timeframe
- By the annual IEP review date
- Condition
- When they show early signs of upset named in their plan (such as crying, covering ears, pushing materials away) and an adult holds up two calming items
- Behavior
- The student will choose one of the two calming items (such as a squeeze ball, a soft blanket, a fidget, a favorite book) by reaching, pointing, saying, signing, or selecting it on their device, and use it independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during centers, transitions, and outdoor play
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 during centers, transitions, and outdoor play
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when they show early signs of upset named in their plan (such as crying, covering ears, pushing materials away) and an adult holds up two calming items, the student will choose one of the two calming items (such as a squeeze ball, a soft blanket, a fidget, a favorite book) by reaching, pointing, saying, signing, or selecting it on their device, and use it independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during centers, transitions, and outdoor play.
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.