Use a symbol to say no, stop, or break instead of a challenging behavior
When to use this goal
For students who refuse or escape by hitting, dropping, or running, and who need a communicative way to say no, stop, or break. This is a functional communication goal that pairs with a behavior plan. Base the choice on a functional behavior assessment.
- Baseline
- From the functional behavior assessment, identify the situations the student escapes. Set up or observe 10 of them with the symbols present and record whether the student used the symbol, used the behavior, or accepted the task. Make sure every symbol use is honored during teaching; otherwise it will not replace the behavior.
- Tips
- Each non-preferred situation is one opportunity, scored independent when the student uses the symbol before any challenging behavior. Honor the request immediately during the teaching phase; negotiating ("two more, then break") comes only after the symbol is reliable. Coordinate with the BCBA or behavior team so the plan and the goal match. The break symbol must be on the device home page or a separate card that is always present.
- Limits
- If refusals are not honored, the goal fails and the behavior returns. The number of opportunities varies by day. This template is the communication half of a plan; the behavior area holds the replacement-behavior templates.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-aac-018.
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Goal
By the annual IEP review date, when presented with a non-preferred task or item during a structured session with the no/stop/break symbols available, the student will select "no", "stop", or "break" on their system before engaging in the challenging behavior independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily.
Baseline: 1 of 10 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 AAC & Augmentative Communication.
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
- Speech & Language - AAC & Augmentative Communication
- Baseline
- 1 of 10 opportunities.
- Annual goal414 characters
- By the annual IEP review date, when presented with a non-preferred task or item during a structured session with the no/stop/break symbols available, the student will select "no", "stop", or "break" on their system before engaging in the challenging behavior independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily.
- Timeframe
- By the annual IEP review date
- Condition
- When presented with a non-preferred task or item during a structured session with the no/stop/break symbols available
- Behavior
- The student will select "no", "stop", or "break" on their system before engaging in the challenging behavior independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily
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 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- daily
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when presented with a non-preferred task or item during a structured session with the no/stop/break symbols available, the student will select "no", "stop", or "break" on their system before engaging in the challenging behavior independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.