Return or exchange an item at a store
When to use this goal
For young adults who keep items that do not fit or work because returning them feels hard. Needs the receipt, the reason, and talking to customer service; present levels decide fit, not grade.
- Baseline
- Take the baseline on real trips, at least 3, with staff close enough to step in. Mark each step independent, prompted (note the prompt), or done by staff, and record where staff stood; a step done with staff right beside the student is not the same as one done with staff at a distance.
- Tips
- Pair with a self-advocacy goal if the student finds speaking up hard. Online order returns can go to the post office goal.
- Limits
- Refunds go back to the original payment; the family handles card refunds.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID tn-ca-041.
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Goal
By the annual IEP review date, at a store's customer service desk on a community trip, with the item, the receipt, and the reason for the return, the student will return or exchange the item and check the refund or new item, performing at least 6 of 7 steps independently, on 3 consecutive returns or practice returns, as measured by a task-analysis checklist collected monthly, with practice every two weeks.
Baseline: 1 of 7 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 Community Access & Travel.
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
- Transition & Postsecondary Skills - Community Access & Travel
- Baseline
- 1 of 7 steps independently.
- Annual goal409 characters
- By the annual IEP review date, at a store's customer service desk on a community trip, with the item, the receipt, and the reason for the return, the student will return or exchange the item and check the refund or new item, performing at least 6 of 7 steps independently, on 3 consecutive returns or practice returns, as measured by a task-analysis checklist collected monthly, with practice every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- At a store's customer service desk on a community trip, with the item, the receipt, and the reason for the return
- Behavior
- The student will return or exchange the item and check the refund or new item
- Criteria
- Performing at least 6 of 7 steps independently, on 3 consecutive returns or practice returns
- Evaluation method
- A task-analysis checklist
- Schedule
- Monthly, with practice every two weeks
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 6 of 7 steps independently
- Mastery rule:
- on 3 consecutive returns or practice returns
- Collection schedule:
- monthly, with practice every two weeks
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, at a store's customer service desk on a community trip, with the item, the receipt, and the reason for the return, the student will return or exchange the item and check the refund or new item, performing at least 6 of 7 steps independently, on 3 consecutive returns or practice returns, as measured by a task-analysis checklist collected monthly, with practice every two weeks.
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. Checks the return policy and the date on the receipt | ||||||||
| 2. Brings the item, packaging, and receipt | ||||||||
| 3. Goes to the customer service desk and waits for a turn | ||||||||
| 4. States return or exchange and the reason | ||||||||
| 5. Answers the clerk's questions | ||||||||
| 6. Checks the refund amount or the exchanged item | ||||||||
| 7. Keeps the new receipt | ||||||||
| 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: 6 of 7).
- 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.