Show what is upsetting them with feelings and cause pictures
When to use this goal
For young students or early communicators who show upset through crying or pushing but cannot yet tell an adult why. Communication mode and present levels, not age, decide fit. Works with a two-part picture board, a device page, signs, or words in any language.
- Baseline
- For a week, log each upset, what the adult thinks caused it, and how the student showed it. Choose cause pictures from the most common causes in that log. Check that the student can match the feelings pictures when calm before expecting use during upset.
- Tips
- Score correct when both pictures are shown and the adult can act on the cause. Respond to the cause right away (turn the sound down, fix the toy) so showing works. Keep the board small enough to carry. Any feelings picture the student picks is accepted; the adult does not correct the emotion.
- Limits
- The adult cannot always confirm the cause, so the goal scores communication, not accuracy of the emotion label. Students in high distress may need comfort before any board; wait until they can use it.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-024.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when they are upset during the school day and an adult shows their feelings and problem board, the student will point to or select a feelings picture (such as mad, sad, scared) and a cause picture (such as too loud, broken, all done, a peer) to show an adult what is wrong independently in at least 3 of 4 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected daily during upset moments, summarized weekly.
Baseline: 0 of 4 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
- 0 of 4 opportunities.
- Annual goal483 characters
- By the annual IEP review date, when they are upset during the school day and an adult shows their feelings and problem board, the student will point to or select a feelings picture (such as mad, sad, scared) and a cause picture (such as too loud, broken, all done, a peer) to show an adult what is wrong independently in at least 3 of 4 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected daily during upset moments, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When they are upset during the school day and an adult shows their feelings and problem board
- Behavior
- The student will point to or select a feelings picture (such as mad, sad, scared) and a cause picture (such as too loud, broken, all done, a peer) to show an adult what is wrong independently
- Criteria
- In at least 3 of 4 opportunities, across 3 consecutive weeks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during upset moments, summarized weekly
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 3 of 4 opportunities
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- daily during upset moments, summarized weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when they are upset during the school day and an adult shows their feelings and problem board, the student will point to or select a feelings picture (such as mad, sad, scared) and a cause picture (such as too loud, broken, all done, a peer) to show an adult what is wrong independently in at least 3 of 4 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected daily during upset moments, summarized weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | # + (of 4) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 4 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.