Behavior & Classroom Expectations IEP goals for Multiple Disabilities
14 behavior & classroom expectations templates across 3 skills: safety behaviors, following adult directions, replacement behaviors. Each opens in the builder with a matching data sheet.
14 templates · 3 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 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.
Hold the adult's hand or the walking ring on walks
Staying with the group
By the annual IEP review date, during a walk from the classroom to the playground while holding an adult's hand or the walking ring, the student will stay holding the adult's hand or the walking ring independently for at least 4 minutes, on 4 of 5 consecutive recorded walks, as measured by duration recording collected daily, 1 to 2 walks.
Following Adult Directions Behavior & Classroom Expectations
Follow a direction delivered on a device or by a job coach
Following a first-time direction
By the annual IEP review date, when given a one-step direction by a job coach or work-site supervisor during a work session, the student will begin the direction within 30 seconds and continue until it is done or ask one question independently in at least 8 of 10 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each work session, first 10 directions, summarized every 2 weeks.
Report back to the supervisor after each task
Following directions from job supervisors
By the annual IEP review date, when the student finishes a task assigned by the supervisor during a work placement, the student will go to the supervisor, say or show that the task is finished, and ask what to do next independently in at least 5 of 6 opportunities, across 4 consecutive work shifts, as measured by opportunity-by-opportunity data collected every completed task, summarized per shift.
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.
Request a matched sensory item or activity
Replacement behavior goals written from an FBA hypothesis
By the annual IEP review date, during the times of day the FBA lists for the unsafe behavior, with matched sensory items in a labeled bin, the student will request a matched sensory item or activity (a chew tool, scrap paper to tear, or a textured toy) by sign, picture, or word 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 high-risk times.
Replacement behaviors, following adult directions, classroom expectations, and safety. Students with multiple disabilities have combined needs that one program cannot serve alone, and their goals focus on communication, participation in routines, and daily living, with careful attention to the response mode and prompting level. Small, well-defined steps make progress measurable.
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 7 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 3 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 1 goal here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 3 goals here
Frequently asked questions
What goals fit students with significant support needs?
Functional communication (requesting, choosing, refusing in any mode), participation in classroom routines, daily living steps, and functional academics such as recognizing a name or a schedule symbol. Goals are built from task analyses and opportunity data.
How do I write a goal when the student needs prompting?
Put the prompting level in the support part of the goal and set the criterion for a lower level than the current one. 'With a gestural prompt' can be the target when the baseline is a physical prompt.
How should behavior goals be written for students with multiple disabilities?
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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Turn these goals into progress reports
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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.