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Replacement Behaviors IEP goals

Replacement behavior goals teach a student a faster, easier way to get what the problem behavior was getting: a break, an adult's attention, an item, or an end to something unwanted. A good goal names the exact request or routine, the moment it should happen (before the problem behavior, at a defined precursor), and how it will be counted. Reduction goals belong in the IEP only with a replacement goal beside them and a definition the whole team shares.

65 templates · How we write and review goals

Sample replacement behaviors goals

Numbers are illustrative; set targets from the student's own baseline (how templates are made).

  • K-2, 3-5, 6-8Opportunities

    Ask for a break instead of leaving the task

    Requesting a break

    By the annual IEP review date, during a non-preferred academic task when the student shows a defined precursor (pushing materials away, putting the head down, or saying the work is too hard), the student will request a break using the taught form (spoken "break please," signed BREAK, or a break card handed to the adult) before leaving the seat or stopping work independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected daily during the target work period, summarized weekly.

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  • PK, K-2, 3-5Opportunities

    Use a break symbol on a communication device or board

    Requesting a break

    By the annual IEP review date, during a table-top task with the student's communication device or core board within reach, the student will touch or hand over the BREAK symbol to request a break before engaging in the defined problem behavior independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during two planned routines.

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  • 6-8, 9-12Opportunities

    Request to step out of class using a pass system

    Requesting a break

    By the annual IEP review date, during any class period when the student shows a defined early sign of escalation (raised voice, refusing to open materials, head down for more than 2 minutes), the student will show the pass to the teacher and go directly to the agreed location before leaving the room in any other way independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each occurrence, logged by the receiving teacher and summarized every 2 weeks.

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  • PK, K-2, 3-5Opportunities

    Get an adult's attention with a taught signal

    Requesting adult attention

    By the annual IEP review date, when the student wants an adult's attention while the adult is working with another student, the student will use the taught attention signal (tap on the arm, "excuse me," raised hand, or attention card) and wait for the adult to respond before speaking or acting further independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected daily during two attention-rich routines, summarized weekly.

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  • K-2, 3-5Opportunities

    Ask a peer to play or talk instead of provoking them

    Requesting adult attention

    By the annual IEP review date, during recess or free-choice time when the student approaches a peer, the student will invite the peer with a taught phrase ("want to play?", "look at this," the peer's name) before touching the peer or the peer's materials independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected 3 times per week during recess or partner work.

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  • PK, K-2Opportunities

    Request an item with words, sign, or a picture instead of grabbing

    Requesting an item or activity

    By the annual IEP review date, during snack or center time when a preferred item is visible but out of reach, the student will request the item using the taught form (word, sign, picture exchange, or device) before reaching for or grabbing it independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack and one play routine.

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  • K-2, 3-5, 6-8Opportunities

    Ask for help on a hard item before giving up or acting out

    Requesting help

    By the annual IEP review date, during independent work when the student has made no progress on an item for 30 seconds or shows a defined precursor (erasing hard, sighing, pushing the paper), the student will ask for help using the taught form (raised hand, help card, or "I need help with this") before crumpling, throwing, or leaving the work independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected daily during one independent work period, summarized weekly.

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  • 6-8, 9-12Opportunities

    Ask for a modified or alternative task instead of refusing

    Requesting a modified task

    By the annual IEP review date, when assigned a task the student has previously refused or left incomplete, the student will ask the teacher for a specific modification (shorter set, alternate format, extra time, or a different start point) before refusing or leaving the task independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each applicable assignment, logged by the teacher and summarized every 2 weeks.

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  • K-2, 3-5, 6-8Task-analysis steps

    Complete the steps of a calm-down routine when upset

    Using a calm-down routine

    By the annual IEP review date, when a defined trigger occurs (losing a game, being told to stop an activity, a peer taking a turn) and the student shows an early sign of escalation, the student will complete the steps of the calm-down routine before returning to the activity, performing at least 5 of 6 steps independently, on 4 of 5 consecutive scored episodes, as measured by a task-analysis checklist collected each scored episode, at least 2 per week including planned practice.

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  • K-2, 3-5, 6-8, 9-12Duration

    Return to the task after a break within the agreed time

    Returning from a break

    By the annual IEP review date, after the student has taken a requested break and the timer or break card signals the end, the student will transition back to the assigned task and resume it (materials out, first item started) independently within 2 minutes, on 4 of 5 consecutive recorded breaks, as measured by duration recording collected each break, at least 3 per week.

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  • PK, K-2, 3-5Latency

    Go to the calm space when cued instead of escalating

    Using a calm-down routine

    By the annual IEP review date, when an adult gives the agreed calm-space cue (verbal phrase, picture, or hand signal) at the first sign of escalation, the student will move to the calm space and sit or stand in it independently within 20 seconds, on 4 of 5 consecutive recorded cues, as measured by latency recording collected each cued episode, at least 2 per week including planned practice.

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  • 3-5, 6-8, 9-12Opportunities

    Use a calming strategy on their own when a trigger occurs

    Using a calm-down routine

    By the annual IEP review date, when a listed trigger occurs (a peer comment, a lost turn, a change in the schedule) and no adult has given a cue, the student will use a taught calming strategy (slow breaths, counting, a fidget, stepping to the calm spot) within 1 minute of the trigger and before any defined problem behavior independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed trigger, summarized every 2 weeks.

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53 more replacement behaviors templates

Each opens in the builder with its sample goal, notes, objectives, and data sheet.

What replacement behaviors involves

  • Requesting a break with words, sign, a card, or a device before leaving or refusing
  • Getting an adult's or peer's attention with a taught signal and waiting for a response
  • Requesting items, help, or a modified task instead of grabbing, destroying, or shutting down
  • Accepting "no," "not now," and substitutes with a taught response
  • Completing a calm-down routine and returning to the activity within an agreed time
  • Reducing a defined problem behavior while the replacement is taught and honored

Baseline and measurement considerations

  • Start from a functional behavior assessment; the replacement must serve the same function as the problem behavior or it will not compete.
  • Count requests as opportunities (did the request come before the problem behavior?) and count problem behavior as frequency per fixed period; graph both together.
  • Use duration for waiting and for episode length, latency for responding to a cue, and task-analysis for a multi-step calm-down routine.
  • Honor every request during baseline and early teaching; a request that is ignored teaches the student to go back to the problem behavior.
  • Keep the behavior definition fixed for the year; a changed definition needs a new baseline.

Progress-monitoring methods used in these templates

  • Opportunity (trial) recording: Each planned or naturally occurring opportunity is recorded as correct/independent, prompted, or not demonstrated.
  • Direct observation: An adult observes and records the defined behavior during a specified activity.
  • Task-analysis checklist: A routine is broken into ordered steps; each step is recorded as independent, supported, or not completed.
  • Duration recording: The length of time a behavior lasts is timed from a defined start to a defined end.
  • Latency recording: The time between a cue (such as a direction) and the start of the response is timed.
  • Frequency (event) recording: Each occurrence of a clearly defined behavior is tallied during a fixed observation period.

How each measure works

Matching data sheets

Each template links to a blank sheet built for its measure. You can also download these sheets on their own:

  • Opportunity tracker: Records each opportunity as independent, prompted, or not demonstrated.
  • Task-analysis checklist: Marks each step of a routine as independent, with support, or not completed across sessions.
  • Duration tracker: Times how long a behavior lasts and compares it with the target duration.
  • Latency tracker: Times the gap between a cue and the start of the response.
  • Frequency & rate tracker: Counts a defined behavior during a fixed observation period. Calculates rate when time is recorded.

Common mistakes when writing replacement behaviors goals

  • Writing only a reduction goal ("will decrease aggression") with no replacement goal and no definition.
  • Teaching a replacement for the wrong function, such as a break card for attention-maintained behavior.
  • Thinning breaks or adding waits before the request is reliable.
  • Using "appropriately" or "calmly" instead of naming the observable request or routine.
  • Scoring a request as independent when it came after the problem behavior had already started.
  • Setting a reduction target of zero in the first year and calling anything else failure.

Frequently asked questions

How do I write an IEP goal for a replacement behavior?

Name the request or routine exactly (break card, "excuse me," the STOP symbol), the situation where it should happen, and the support level. Measure it in opportunities: how many times the student used the replacement before the problem behavior out of the opportunities observed. The function from the FBA tells you which replacement to teach.

Can an IEP goal say the student will decrease a behavior?

Yes, as long as the behavior is defined so two adults would count it the same way, the measure is frequency or duration over a fixed period, and a replacement goal is written next to it. A reduction goal on its own tells the team what to stop but not what to teach.

What is functional communication training and does it need a goal?

FCT teaches a communication response that gets the same outcome as the problem behavior. The request itself is the goal (asking for a break, attention, an item, or a stop), and later goals add waiting and accepting no. Any mode counts: speech, sign, a card, or a device.

How often should I collect data on a behavior goal?

Daily during the period where the behavior happens most, summarized weekly. Opportunities can be sampled (the first five each day), but reduction goals need every occurrence counted so the weekly total is real.

What is a good behavior goal for a preschooler who hits?

Teach the function-matched request first: "stop" or a STOP symbol if hitting ends something unwanted, a word or picture request if it gets an item, a tap and "excuse me" if it gets attention. Measure the request in opportunities and, if the team tracks hitting, pair it with a daily frequency goal.

References

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