BCBA Social-Emotional & Communication IEP goals

• K-2, 3-5, 6-8, 9-12Latency

  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.

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• K-2, 3-5, 6-8Latency

  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.

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See all 70 emotional regulation goals

• 3-5, 6-8, 9-12Opportunities

  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.

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• PK, K-2Opportunities

  Say my turn or get an adult when a peer takes their item

  Early conflict: responding when a peer takes an item

  By the annual IEP review date, when a peer takes an item they are using during centers or free play, the student will say, sign, or select "my turn" or "stop" to the peer, or go to an adult for help, instead of hitting, grabbing, or screaming independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during centers and free play.

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See all 40 conflict resolution goals

• K-2, 3-5, 6-8Opportunities

  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.

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• PK, K-2Opportunities

  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.

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See all 45 functional communication goals

• 6-8, 3-5, 9-12Opportunities

  Stop when a peer says no or stop

  Respecting another person's no

  By the annual IEP review date, during recess, lunch, group work, or games, when a peer says no or stop, signals stop, or moves away, the student will stop the action within about 3 seconds of the peer's no or stop and give the peer space or ask what they want instead independently in at least 9 of 10 opportunities, on 4 of 5 observed days, as measured by direct observation collected 3 times per week.

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See all 30 relationships, boundaries & personal safety goals

• PK, K-2Opportunities

  Imitate a peer's play action

  Imitating a peer's play action

  By the annual IEP review date, during play when a peer within view does a play action with similar materials (such as stacks blocks, drives a car down a ramp), the student will imitate the peer's play action within 10 seconds using their own materials independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week during play.

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• PK, K-2Duration

  Keep playing with a peer after the adult steps away

  Continuing play without an adult

  By the annual IEP review date, during a shared play activity with one peer after the adult who set it up moves at least 10 feet away, the student will continue the shared play with the peer (taking turns, adding to the activity, or responding to the peer) after the adult steps away independently for at least 5 minutes, across 3 consecutive observed sessions, as measured by duration recording collected twice weekly.

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See all 40 play & social participation goals

• 3-5, 6-8Task-analysis steps

  Complete a help exchange from getting attention to resuming work

  Completing a full help exchange

  By the annual IEP review date, when they need help from an adult during independent or small-group work, the student will complete the steps of their help routine with no adult reminder beforehand, performing at least 5 of 6 steps independently, across 3 consecutive observed exchanges, as measured by a task-analysis checklist collected twice weekly.

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• PK, K-2Latency

  Ask for help soon when a toy or material won't work

  Asking for help soon after getting stuck (early learners)

  By the annual IEP review date, during play or snack when a container, toy, or material does not work as expected, the student will start a help request by saying, signing, or selecting "help" or by bringing the item to an adult independently within 15 seconds, across 3 consecutive days, as measured by latency recording collected daily during play and snack.

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See all 35 requesting help goals

• 3-5, 6-8, 9-12Opportunities

  Respond to a refused request by asking when or proposing an alternative

  Responding to a refused request

  By the annual IEP review date, when an adult says no to a request (such as to use the computer, to sit elsewhere, to change an assignment), the student will accept the refusal with a short acknowledgment and then ask when they can have it or propose an alternative (such as "Okay. Can I use it after math?") independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly through role-play probes and observed refusals.

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See all 50 self-advocacy goals

• K-2, 3-5, 6-8, 9-12Opportunities

  Stop an action when a peer says stop or moves away

  Stopping when a peer asks

  By the annual IEP review date, when a peer says stop, says no, or moves away during play, conversation, or a shared activity, the student will stop the action within 5 seconds and either say "okay" or move to a different activity independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, combining observed events, peer reports, and planned practice.

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See all 55 peer interaction goals