Behavior & Classroom Expectations IEP goals for Developmental Delay
94 behavior & classroom expectations templates across 4 skills: safety behaviors, classroom expectations & routines, following adult directions, replacement behaviors. Each opens in the builder with a matching data sheet.
94 templates · 4 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.
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.
Stay with the group on outdoor and community outings
Staying with the group
By the annual IEP review date, during a community outing with an assigned adult and a group of up to 6 students, the student will stay within sight and within 10 feet of the assigned adult for the whole outing independently in 5 of 5 opportunities, across 5 consecutive outings, as measured by direct observation collected each outing, at least twice monthly.
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.
Remain in the assigned work area during independent work
Staying in the assigned area
By the annual IEP review date, during a 20-minute independent work period with the assigned area marked (desk, table, or carpet square), the student will remain in the assigned area (seated or standing within it) independently for at least 15 minutes, on 4 of 5 consecutive recorded work periods, as measured by duration recording collected daily during one independent work period.
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.
Follow a direction given to the whole class
Following a group direction
By the annual IEP review date, when the teacher gives a one-step direction to the whole class, the student will independently follow the group direction within 15 seconds without an individual repeat in at least 8 of 10 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected 3 times per week, 10 group directions each, summarized weekly.
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.
Replacement behaviors, following adult directions, classroom expectations, and safety. Developmental Delay is a category states may use for young children, generally ages 3 through 9, when a delay in one or more areas calls for special education. The goals below are preschool and early elementary goals across communication, motor, social, adaptive, and readiness skills.
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 54 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 6 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 13 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 16 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 5 goals here
Frequently asked questions
Until what age can a child be eligible under Developmental Delay?
IDEA lets states use the category for children ages 3 through 9, and each state sets its own age range within that. After the state's cutoff the child is reevaluated under another category.
What do preschool IEP goals look like?
They name a skill in a classroom routine, such as following a two-step direction during cleanup or requesting a turn during play, and measure it with opportunities or task-analysis steps. Numbers are small and sessions are short.
How should behavior goals be written for students with developmental delay?
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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