BCBA IEP goal bank
298 templates across 31 skills in 6 areas, led by behavior & classroom expectations, executive function, and social-emotional & communication. Every goal opens in the builder, where ten checks keep it measurable, and links to the data sheet that matches its measure.
298 templates · 31 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.
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.
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.
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.
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.
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.
Early Communication Speech & Language
Show a toy to share interest
Initiating joint attention by showing
By the annual IEP review date, during a 15-minute play session with novel or cause-and-effect toys (such as a spinning top, a pop-up toy, or a toy that lights up) and an adult sitting nearby, the student will show an object to a partner by holding it up toward them, bringing it to them, or placing it in front of them to share interest (not to ask for help) independently at least 3 times per 15-minute play session, across 3 consecutive play sessions, as measured by frequency recording collected twice weekly.
Reach toward a wanted item to request it
Reaching to request
By the annual IEP review date, during snack, when the partner holds up two small pieces of a preferred food just out of reach, the student will reach an open hand or arm toward the item the partner is holding to request it independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during snack or play.
School Attendance & Punctuality Behavior & Classroom Expectations
Complete daily check-in and check-out with a mentor
Daily attendance with check-in
By the annual IEP review date, on each school day, with morning check-in and afternoon check-out times with their mentor, the student will check in with their mentor in the morning and check out before leaving at the end of the day independently in at least 4 of 5 opportunities, across 4 consecutive weeks, as measured by direct observation collected daily, reviewed weekly with the student.
Functional Routines Functional & Independence Skills
End a preferred activity when the timer sounds
Ending a preferred activity
By the annual IEP review date, when a visual timer sounds at the end of a scheduled tablet or free-choice period, the student will stop the activity and put the item away or hand it to the adult independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily across the first five timed activities.
Complete a non-preferred routine shown on a first-then board
Using a first-then board
By the annual IEP review date, when shown a first-then board with a short required routine first and a preferred activity second, the student will complete the routine shown on the first side of the board and then move to the preferred activity with the board shown once and no further prompts in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily across five planned first-then opportunities.
Functional Communication Social-Emotional & Communication
Request a break using a communicative response
Requesting a break (functional communication replacement)
By the annual IEP review date, when presented with a demanding or non-preferred task, the student will request a break by handing a break card, selecting BREAK on their communication device, signing, or saying "break, please" independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during the activities identified in the FBA.
Say stop, no, or all done instead of pushing, crying, or leaving
Protesting and ending an activity communicatively
By the annual IEP review date, when offered an item or activity they do not want, or when an activity they want to end continues, the student will say, sign, or select "no," "stop," or "all done" directed to the adult 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, centers, and small-group routines.
All 31 skills
Every skill with goals for this group, by area. The number is how many of its goals are tagged here.
Behavior & Classroom Expectations
Executive Function
Social-Emotional & Communication
Functional & Independence Skills
Transition & Postsecondary Skills
This goal bank for behavior analysts and behavior specialists covers replacement behaviors, functional communication, compliance with directions, safety behaviors, and skill acquisition. Behavior definitions are observable, and each goal names the measure (frequency, duration, latency, or trials) a behavior plan would use.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 32 goals here
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 37 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 159 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 8 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 28 goals here
- Task-analysis checklistMarks each step of a routine as independent, with support, or not completed across sessions.Used by 34 goals here
Frequently asked questions
How should an IEP goal relate to a behavior intervention plan?
Use the same operational definitions and the same data system. The BIP describes antecedent strategies, teaching, and responses; the IEP goal states the measurable outcome for the replacement behavior.
Should the goal measure the problem behavior or the replacement?
The goal usually measures the replacement behavior increasing. Teams often track the problem behavior as a second measure on the same sheet, but a goal written only as a decrease does not say what the student will learn.
What data sheets fit behavior goals?
Frequency (event recording) for countable behaviors, duration for episodes, latency for time to comply or start, and opportunity sheets for functional communication trials.
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