IEP goals for Emotional or Behavioral Disability
617 templates across 58 skills in 11 areas, led by social-emotional & communication, behavior & classroom expectations, and executive function. Open any goal to set the baseline and target from your own data, then print the matching data sheet.
617 templates · 58 skills · Pre-K, K–2, 3–5, 6–8, 9–12 · How we write and review goals
Top skills
The 8 most relevant skills, with sample goals. Numbers are illustrative; set targets from the student's own baseline.
Conflict Resolution Social-Emotional & Communication
Use a named problem-solving sequence when a disagreement occurs
Using a problem-solving sequence during disagreements
By the annual IEP review date, when a disagreement with a peer occurs during unstructured times, the student will use the steps of their taught problem-solving sequence (stop, say the problem, suggest a solution, agree or get an adult) independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, supplemented by staff incident notes.
State the problem using an I-message
Stating the problem with an I-message
By the annual IEP review date, when a peer does something the student objects to (such as takes their materials, cuts in line, interrupts), the student will state the problem using an I-message that names the situation and what they want (such as "I don't like it when you take my pencil. Please ask first.") independently in at least 4 of 5 opportunities, across 3 consecutive weekly data collection sessions, as measured by opportunity-by-opportunity data collected weekly through role-play probes and observed conflicts.
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.
Emotional Regulation Social-Emotional & Communication
Begin a chosen regulation strategy soon after a known trigger
Starting a chosen regulation strategy after a trigger
By the annual IEP review date, after a known trigger occurs (such as an unexpected loud noise, a difficult task, a correction), as identified in the student's regulation plan, the student will begin using To choose for the student: the strategy from their personal regulation menu (such as deep breathing, a squeeze ball, headphones, a movement break, the break area) independently within 60 seconds, on 4 of 5 consecutive observed opportunities, as measured by latency recording collected daily during the settings where triggers most often occur.
Return to the class activity after a regulation break
Returning to activity after a break
By the annual IEP review date, after a timed break in the designated break area ends, the student will return to the class activity and begin the next step of the assigned task independently within 2 minutes, on 4 of 5 consecutive breaks, as measured by latency recording collected daily.
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.
School Attendance & Punctuality Behavior & Classroom Expectations
Check in with a trusted adult at arrival
Daily attendance with check-in
By the annual IEP review date, on each school day, at arrival, with a named adult waiting at an agreed spot, the student will come to school and go to the agreed spot to check in with the named adult before first class independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by direct observation collected daily, reviewed weekly.
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.
Safety Behaviors Behavior & Classroom Expectations
Keep hands and feet in own space during transitions and lines
Keeping hands and feet to self
By the annual IEP review date, during a line-up and hallway transition with peers within arm's reach, the student will keep hands and feet in own space (no contact with peers) for the whole transition independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected daily, 1 to 2 transitions, summarized weekly.
Step back to a safe distance when upset with a peer
Keeping hands and feet to self
By the annual IEP review date, when a conflict with a peer begins (raised voices, an insult, a shove) during unstructured time, the student will step back to at least two arm's lengths from the peer within 5 seconds and keep hands down independently in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed conflict plus 1 weekly role-play, summarized every 2 weeks.
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.
Relationships, Boundaries & Personal Safety Social-Emotional & Communication
Sort public and private places
Public and private places
By the annual IEP review date, given 12 photos of everyday places at school, home, and in the community, and a two-column board labeled public and private, the student will sort each place as public or private and say one reason independently with at least 90% accuracy on place photos, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Tell a safe secret from an unsafe secret
Safe and unsafe secrets
By the annual IEP review date, given 10 short scenarios read aloud about secrets and surprises (such as a birthday surprise, or an older student saying not to tell an adult about a touch), the student will say whether each secret is safe to keep or should be told to a trusted adult, and give a reason independently with 100% accuracy on secret and surprise scenarios, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
See all 30 relationships, boundaries & personal safety goals
All 58 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Social-Emotional & Communication
Behavior & Classroom Expectations
Executive Function
Transition & Postsecondary Skills
Functional & Independence Skills
Speech & Language
Motor & Sensory Skills (OT, PT & Adapted PE)
Science, Social Studies & Digital Literacy
Goals for regulation, replacement behaviors, conflict resolution, and classroom expectations. Goals under Emotional Disturbance (called Emotional or Behavioral Disability in many states) describe what the student will do instead of the behavior of concern, and they are measured with frequency, duration, or opportunity data that a behavior plan can share. A replacement behavior goal is only as good as the definition of the behavior being counted.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 37 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 80 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 287 goals here
- Reading fluency trackerWords attempted, errors, words correct per minute, and accuracy for each probe.Used by 1 goal here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 61 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 35 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 40 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 76 goals here
Frequently asked questions
What is a replacement behavior goal?
A goal that teaches a specific, acceptable behavior that serves the same function as the behavior of concern, such as requesting a break instead of leaving the room. The goal measures the replacement behavior increasing, and a separate measure can track the original behavior decreasing.
Should the IEP goal match the behavior intervention plan?
They should use the same behavior definitions and the same data. The BIP describes the supports and responses; the IEP goal states the measurable outcome. If they drift apart, the data stops being useful for either.
How are regulation goals measured?
Usually by frequency of a behavior during a defined period, latency to use a strategy after a cue, duration of recovery, or opportunities in which the student used a taught strategy. Rubrics work when the skill has several parts.
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