Behavior & Classroom Expectations IEP goals for ADHD
164 behavior & classroom expectations templates across 5 skills: classroom expectations & routines, following adult directions, replacement behaviors, safety behaviors, school attendance & punctuality. Each opens in the builder with a matching data sheet.
164 templates · 5 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Classroom Expectations & Routines Behavior & Classroom Expectations
Raise a hand and wait to be called on before speaking
Raising a hand
By the annual IEP review date, during whole-group instruction when the teacher asks a question of the class, the student will raise a hand and wait to be called on before speaking independently in at least 8 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by frequency recording collected 3 times per week during one 20-minute lesson, summarized weekly.
Speak only during their turn in a group discussion
Taking turns in discussion
By the annual IEP review date, during a structured class discussion with a turn-taking rule (talking piece, hand signal, or round-robin), the student will wait until the current speaker finishes before speaking independently in at least 8 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by frequency recording collected twice weekly during a discussion, first 10 turns taken, summarized weekly.
Following Adult Directions Behavior & Classroom Expectations
Follow a one-step direction the first time it is given
Following a first-time direction
By the annual IEP review date, when given a one-step direction by a familiar adult using the student's name and a 3-second pause, the student will independently begin the direction within 10 seconds without the direction being repeated in at least 8 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by opportunity-by-opportunity data collected daily, first 10 directions in one routine, summarized weekly.
Start a direction within 10 seconds of being asked
Following a first-time direction
By the annual IEP review date, when given a routine direction during class ("take out your notebook," "line up," "put the tablet away"), the student will begin the direction (first visible step) independently within 10 seconds, on 8 of 10 consecutive recorded directions, as measured by latency recording collected daily, 3 to 5 directions, summarized weekly.
Replacement Behaviors Behavior & Classroom Expectations
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.
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.
Safety Behaviors Behavior & Classroom Expectations
Stay with the group during walks inside the building
Staying with the group
By the annual IEP review date, during a class walk between rooms with an adult at the front and back of the line, the student will stay within 2 arm's lengths of the group for the whole walk independently in 5 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected daily, each walk, summarized weekly.
Stop and stand still at the safety stop cue
Responding to a stop cue
By the annual IEP review date, when an adult gives the safety stop cue ("stop" with a raised hand) while the student is walking or running in a practice area, the student will stop moving and stand still until the adult gives the go cue independently within 2 seconds, on 10 of 10 consecutive recorded cues, as measured by latency recording collected daily, 5 practice cues plus natural cues, summarized weekly.
School Attendance & Punctuality Behavior & Classroom Expectations
Arrive at school by the start bell
Arriving for first period
By the annual IEP review date, on school days, with a morning routine chart agreed with the family, the student will arrive at school and enter the building before the start bell independently at least 4 times per 5-day school week, across 4 consecutive weeks, as measured by frequency recording collected daily, from the arrival log, reviewed weekly.
Complete the morning routine to leave on time
Arriving for first period
By the annual IEP review date, on school mornings at home, with a picture or written routine chart, the student will complete the morning routine steps and be at the door by the leaving time, performing at least 6 of 7 steps independently, on 4 of 5 school mornings for 3 consecutive weeks, as measured by a task-analysis checklist collected daily, from the family checklist.
Replacement behaviors, following adult directions, classroom expectations, and safety. Students with ADHD are most often served under Other Health Impairment, and the goals that follow are the executive function, attention, and self-management goals that teams write most. Each one uses a unit that fits the behavior: seconds for starting work, minutes for staying engaged, and percent for work turned in.
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 90 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 28 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 14 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 9 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 18 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 4 goals here
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 1 goal here
Frequently asked questions
Does a student with ADHD automatically get an IEP?
No. ADHD is not its own IDEA category. A student may qualify under Other Health Impairment when the condition affects educational performance and the student needs specially designed instruction. Some students are served with a Section 504 plan instead. The evaluation team decides.
What makes an attention goal measurable?
A clear definition of the behavior (eyes on task, materials in hand, responding when asked), a defined observation period, and a numeric criterion such as minutes engaged or intervals on task. 'Will pay attention' is not measurable; 'will remain engaged for 15 of 20 minutes of independent work' is.
How should behavior goals be written for students with ADHD?
As replacement behaviors the student will learn, with an observable definition, a defined period, and a frequency, duration, latency, or opportunity criterion. The behavior plan and the goal should share definitions and data.
Can a goal be written as a decrease?
A decrease can be measured, but the goal should also say what the student will do instead. Most teams write the replacement behavior as the goal and track the original behavior alongside it.
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.