Present levels examples for behavior

Behavior present levels are where opinions most often stand in for data. "Is defiant," "has anger issues" and "seeks attention" describe how adults feel, not what the student does. They also give the goal nothing to count.

Each of the 12 examples below pairs a weak statement with a rewrite, the data behind it and a note on what makes it strong. Students and numbers are invented to show the format. They are not norms or targets.

For the four parts every statement needs, see the pillar guide on present levels of performance.

What behavior present levels need

When a student's behavior gets in the way of their learning or others' learning, the IEP team must consider positive behavioral interventions and supports and other strategies to address it.^[1] The present levels are where the team shows what it knows about the behavior. A strong statement has six pieces.

• An operational definition. What the behavior looks like, written so two observers agree. "Leaves the assigned area by more than 3 feet without permission," not "wanders."
• A number. Frequency, duration, latency or the share of intervals, from at least five days.
• When it happens. The settings, tasks or times that come before it, from ABC notes or an FBA.
• What usually follows. What adults and peers do next. This is where a hypothesis about function comes from.
• What already works. Times, tasks or supports when the behavior is rare.
• The replacement skill. What the student needs to do instead. This is the goal.

Look at the conditions that come before and after a behavior before you try to change it. That is the first recommendation in the federal practice guide on classroom behavior.^[2]

Choosing the right behavior data

Use ABC data alongside the count. The count tells you how much. The ABC notes tell you when and why. A functional behavioral assessment is the structured version of that question, and it leads to the behavior plan.^[4]

Disruption and aggression

Example 1: Calling out, grade 3

Weak: "Adrian is disruptive and talks out constantly."

Strong: "Calling out is defined as speaking to the teacher or class during whole-group lessons without being called on. Across 8 whole-group math and ELA lessons in October, Adrian called out a median of 11 times per 30-minute lesson. Most call-outs are correct answers. He raises his hand during science, when the teacher uses a talk-partner routine. The class loses about 5 minutes per lesson to redirection. Adrian needs to raise his hand and wait to be called on."

Data behind it: counts of 7 to 15 per lesson; median 11.

Why it works: The definition is countable and the strength (correct answers, science routine) tells the team what to build on. See raise a hand and wait to be called on.

Example 2: Hitting peers, grade 1

Weak: "Bella is aggressive toward other children."

Strong: "Hitting is defined as striking a peer with an open or closed hand. Across 10 school days in September, Bella hit a peer a median of 3 times per day. ABC notes show 26 of 31 events happened at centers when a peer had a toy she wanted, and she got the toy after 22 of them. She uses two-word phrases to ask adults for help. Peers now avoid her at centers. Bella needs to ask a peer or adult for a toy using words or a picture."

Data behind it: daily counts across 10 days; ABC notes on 31 events.

Why it works: The ABC numbers point to a likely function (getting the toy) and therefore the replacement skill. See request an item instead of grabbing.

Example 3: Tantrums, kindergarten

Weak: "Kofi has frequent meltdowns."

Strong: "A tantrum is defined as crying, screaming or dropping to the floor for 30 seconds or more. Across 10 school days in October, Kofi had a median of 2 tantrums per day, lasting a median of 12 minutes (range 2 to 35). Most started when an activity he chose ended. He moves between activities with no tantrum when shown a first-then board 2 minutes before the change. He misses about 25 minutes of instruction on a typical day. Kofi needs to move from preferred activities using a visual warning and a timer."

Data behind it: episode count and duration for each episode over 10 days.

Why it works: It reports both how often and how long, because length varies widely. Frequency alone would hide a 35-minute episode.

Following directions and work avoidance

Example 4: Following directions, grade 2

Weak: "Ella is noncompliant."

Strong: "Across 40 one-step directions given during five mornings in September, Ella followed the direction within 10 seconds of the first request 14 times (35%). She followed 31 of 40 after a second request with a visual cue. She follows directions given to her alone more often than directions given to the whole class. Delays add up to about 20 minutes of lost work time each morning. Ella needs to follow one-step adult directions the first time they are given."

Data behind it: 40 directions scored first-time yes or no.

Why it works: It replaces a label with a count and shows that a visual cue helps. See follow a one-step direction the first time.

Example 5: Putting head down, grade 6

Weak: "Xavier shuts down and refuses to do work."

Strong: "During 10 observed independent work periods in October, Xavier put his head down within 5 minutes of getting a written task on 7. On those days, he completed none of the task. On 3 days the task was broken into numbered chunks, and he started within 2 minutes and finished 2 of 3 chunks. He participates in group discussion and answers orally. Xavier needs to start written tasks within 2 minutes and ask for help when stuck."

Data behind it: 10 work periods with start time and completion.

Why it works: "Shuts down" is defined by an action and a time window. The chunked-task days show what helps.

Example 6: Leaving class, grade 4

Weak: "Sienna elopes from the classroom."

Strong: "Leaving class is defined as exiting the classroom without adult permission. Across 15 school days in September, Sienna left a median of 2 times per day, mostly during writing and in the last 20 minutes before lunch. Staff find her in the hallway or the bathroom each time, usually within 5 minutes. She uses a hall pass correctly when she asks for the bathroom. Sienna needs to request to step out using a pass and return within 5 minutes."

Data behind it: daily counts and times across 15 days.

Why it works: It names when and where she goes, and builds on a skill she already has. See request to step out using a pass system.

Safety and attendance

Example 7: Leaving the group in the community, grade 5

Weak: "Rafael is a flight risk."

Strong: "On 6 community outings in September and October, Rafael moved more than 10 feet from the group without permission on a median of 4 of 10 safety checks per outing. Most events happened near water and moving vehicles, which he likes to watch. He stops and returns when an adult says his name and holds up a stop card. He stays with the group inside the school building. The team has had to end two outings early. Rafael needs to stay with the group on outdoor and community outings."

Data behind it: 10 timed checks per outing across 6 outings.

Why it works: It uses timed checks, which fit a long outing better than counting. It names the response that already works. See stay with the group on outings.

Example 8: School attendance, grade 8

Weak: "Marisol has school refusal."

Strong: "Marisol attended 41 of 60 school days (68%) from August to October. On 12 of the days she attended, she arrived after second period. Her parents report stomachaches on Sunday nights and mornings before school. On days she arrives, she goes first to the counselor's office and then attends her classes. She is missing grades in four classes. Marisol needs to arrive at school and check in with a trusted adult by the start of first period."

Data behind it: attendance records and arrival times from the office.

Why it works: Attendance records are already in the school system, so the baseline costs nothing to collect. The counselor check-in is a support that already works. See check in with a trusted adult at arrival.

Example 9: Self-injury, grade 2

Weak: "Henry is self-injurious."

Strong: "Hand biting is defined as closing his teeth on his hand or wrist. Across 10 school days in October, Henry bit his hand a median of 6 times per day, with no broken skin. ABC notes show most events happened during table tasks after 5 or more minutes of work, and the task was paused after each one. He uses his device to request 'more' and 'all done' at snack. Henry needs to request a break on his device during work tasks."

Data behind it: daily counts and ABC notes over 10 days.

Why it works: It records severity (no broken skin), the pattern and a communication skill to build on. See use a break symbol on a device.

Engagement and regulation

Example 10: Staying seated at circle, pre-K

Weak: "Aria can't sit still."

Strong: "During 8 circle times in October, Aria stayed seated in the circle for a median of 3 minutes of the 15-minute activity. She stays longer during songs with movements (up to 8 minutes) and leaves during stories. When she has a carpet square and a fidget, she stays a median of 6 minutes. Aria needs to stay seated in the circle for longer periods with supports she can use on her own."

Data behind it: duration of each circle time across 8 days.

Why it works: Duration matches the skill, and the supports that work are listed. See sit in the circle for a group activity.

Example 11: Engagement during independent work, grade 7

Weak: "Tyler is off task most of the time."

Strong: "On-task is defined as eyes on the assigned material, writing or typing, or asking a question about the task. In six 20-minute independent work periods in October, Tyler was on task in a median of 40% of 30-second momentary checks. Peers in the same class were on task in a median of 85% of checks. He is on task more in the first 10 minutes than in the last 10. He finishes about a third of class assignments. Tyler needs to stay engaged in independent work for longer periods."

Data behind it: 40 checks per period across 6 periods, plus peer comparison checks.

Why it works: The peer comparison shows how large the gap is. It also guards against setting an expectation no student meets. See remain engaged in independent work.

Example 12: Responding to losing, grade 4

Weak: "Darius has anger problems."

Strong: "Across 12 observed losses or mistakes in games and PE in September, Darius used a taught coping response (deep breath, saying 'next time') 2 times. The other 10 times he threw materials or yelled at peers for 1 to 4 minutes. He names three coping strategies when asked in a calm moment. He is now often left out of recess games. Darius needs to use a coping strategy after losing or making a mistake."

Data behind it: 12 opportunities, scored coping yes or no.

Why it works: It counts opportunities, because the behavior only matters when he loses. It shows he knows the strategies but does not yet use them. See use a coping response after a loss.

How to measure progress on behavior goals

Measure the replacement skill the goal targets, and keep counting the problem behavior alongside it. Use the same definition and the same data method as the present levels. Schoolwide systems such as PBIS can supply the structure for this kind of data.^[3]

• Frequency goals: count every day, or on set days each week, and graph per day.
• Duration goals: time each episode, or the target activity each day.
• Opportunity goals: score each chance and report correct out of total.

The frequency data sheet and the interval recording data sheet both fit these examples. More goal wording is on the behavior goals hub, and replacement skills are on the replacement behavior page.

Adapting behavior present levels by grade

Printable quick reference

All 12 examples on one page. Free to copy or print, with no email or sign-up.

Draft the goal and run it through the goal checker. Academic versions are in the math examples and the writing examples. If sensory needs drive the behavior, the OT present levels examples show how to report them.

Frequently asked questions

Use it in IEP Atlas

• Behavior IEP goals
• Replacement behavior goals
• Frequency data sheet
• Operational definition in the IEP glossary
• ABC data in the IEP glossary
• IEP goal checker

Related guides

• Present levels of performance (PLAAFP): what to include, with examples
• Present levels examples for math
• Present levels examples for writing
• Present levels examples for OT and fine motor
• Weak vs strong present levels: before-and-after rewrites

Sources

1. 34 CFR §300.324: Development, review, and revision of IEP, Legal Information Institute, Cornell Law School
2. Reducing Behavior Problems in the Elementary School Classroom, What Works Clearinghouse, Institute of Education Sciences
3. Center on PBIS, Center on Positive Behavioral Interventions and Supports
4. Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan, IRIS Center, Vanderbilt University

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.