Blow slow breaths with a pinwheel or bubbles
When to use this goal
For young students learning a first body-based calming strategy. Fit depends on whether the student can blow air on purpose, which the SLP or OT can check, not on age. Students who cannot blow can use a visual breathing shape or a rocking or squeezing routine instead.
- Baseline
- Time how long the student keeps breathing with the pinwheel or bubbles during 3 to 5 calm practices before any teaching. Note whether they blow, suck in, or just watch. Check with the SLP or OT about breath control and oral-motor needs before choosing the tool.
- Tips
- A breath counts when it moves the pinwheel, makes bubbles, or follows the card shape. Start timing at the first slow breath out and stop when the student stops breathing with the tool for more than 5 seconds. Practice when calm first; a strategy learned only in upset moments rarely sticks. Let the student pick the tool and color. The goal adds a strategy; it never requires the student to stop moving or making sounds.
- Limits
- Duration in practice does not show use in real upset moments; add an opportunities goal once practice is solid. Bubbles and blowing tools may not be used with some health plans; follow the nurse's guidance.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-022.
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Goal
By the annual IEP review date, during a daily calm practice at group time or the cozy area, with a pinwheel, bubbles, or a breathing star card, the student will use slow breaths out with the pinwheel, bubbles, or breathing card independently for at least 60 seconds, on 4 of 5 consecutive practice days, as measured by duration recording collected daily during calm practice.
Baseline: 10 seconds.
- 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. Duration fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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
- 10 seconds.
- Annual goal375 characters
- By the annual IEP review date, during a daily calm practice at group time or the cozy area, with a pinwheel, bubbles, or a breathing star card, the student will use slow breaths out with the pinwheel, bubbles, or breathing card independently for at least 60 seconds, on 4 of 5 consecutive practice days, as measured by duration recording collected daily during calm practice.
- Timeframe
- By the annual IEP review date
- Condition
- During a daily calm practice at group time or the cozy area, with a pinwheel, bubbles, or a breathing star card
- Behavior
- The student will use slow breaths out with the pinwheel, bubbles, or breathing card independently
- Criteria
- For at least 60 seconds, on 4 of 5 consecutive practice days
- Evaluation method
- Duration recording
- Schedule
- Daily during calm practice
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- for at least 60 seconds
- Mastery rule:
- on 4 of 5 consecutive practice days
- Collection schedule:
- daily during calm practice
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during a daily calm practice at group time or the cozy area, with a pinwheel, bubbles, or a breathing star card, the student will use slow breaths out with the pinwheel, bubbles, or breathing card independently for at least 60 seconds, on 4 of 5 consecutive practice days, as measured by duration recording collected daily during calm practice.
| Date | Activity / context | Start time | End time | Duration (seconds) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at least the target (60 seconds).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.