Replacement Behaviors IEP goals for preschool (ages 3 to 5)
15 of the replacement behaviors templates in the library are written for preschool (ages 3 to 5). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
15 templates · 1 skill · Pre-K · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Replacement Behaviors Behavior & Classroom Expectations
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.
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.
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.
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.
Wait for a requested item or break after being told to wait
Tolerating delay
By the annual IEP review date, after the student requests an item or break and the adult says "wait" and shows the wait card, the student will independently wait with hands down and without the defined problem behavior until the adult delivers the item or break for at least 90 seconds, on 4 of 5 consecutive planned delays, as measured by duration recording collected daily during 2 to 3 planned delays.
Accept an alternative when the wanted item is unavailable
Tolerating denial
By the annual IEP review date, when the student requests an item that is unavailable and the adult offers one alternative, the student will independently take the offered alternative or choose from two alternatives within 10 seconds without the defined problem behavior 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.
Preschool replacement behaviors goals are measured inside daily routines rather than with worksheets, and the criteria are small: a few opportunities a day, a handful of steps, short periods of time. Conditions name the routine (circle, centers, snack) so any adult in the room can take the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 12 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 1 goal here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 1 goal here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
Frequently asked questions
What do replacement behaviors goals look like for preschool?
They describe a readiness or developmental skill performed during a classroom routine, with a criterion in opportunities or steps. The support level is written in, since most preschool goals start with prompting and fade it.
How often should preschool goals be measured?
A few opportunities on most days, recorded on a trial or task-analysis sheet. Short, frequent samples match how young children show skills.
Does a preschool IEP need the same parts as a school-age IEP?
Yes. Measurable annual goals, present levels, and progress reporting are required at every age under 34 CFR 300.320. Preschool IEPs may also address participation in appropriate activities rather than the general curriculum.
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