BCBA Behavior & Classroom Expectations IEP goals
186 behavior & classroom expectations templates tagged for the BCBA or behavior specialist, across 5 skills: replacement behaviors, following adult directions, safety behaviors, classroom expectations & routines, school attendance & punctuality. Each opens in the builder with a matching data sheet.
186 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.
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.
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.
Replacement behaviors, following adult directions, classroom expectations, and safety. 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:
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 107 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 17 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 11 goals here
- Frequency & rate trackerCounts a defined behavior during a fixed observation period. Calculates rate when time is recorded.Used by 19 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 4 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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