IEP Goal Bank

Condition: When frustrated or denied a preferred item/activity

Behavior: the student will use a replacement behavior (e.g., requesting a break, using words to express frustration) instead of engaging in physical aggression (hitting, kicking, biting)

Criteria: reducing aggressive incidents to no more than 1 per week across 4 consecutive weeks, as measured by staff incident reports.

Condition: During unstructured activities (recess, lunch, transitions)

Behavior: the student will keep hands, feet, and objects to self

Criteria: with no more than 2 incidents of physical aggression per month for 3 consecutive months, as measured by behavior tracking data.

Condition: When experiencing a conflict with a peer

Behavior: the student will use a problem-solving strategy (walk away, talk it out, seek adult help) instead of verbal or physical aggression

Criteria: in 4 out of 5 conflict situations across 3 consecutive data collection periods, as measured by staff observation.

Condition: During classroom instruction and transitions

Behavior: the student will remain within the designated area without attempting to leave

Criteria: for 100% of the school day across 10 consecutive school days, as measured by staff monitoring logs.

Condition: When feeling overwhelmed or wanting to avoid a non-preferred task

Behavior: the student will request a break or use a coping strategy instead of leaving the assigned area without permission

Criteria: reducing elopement to 0 incidents per week for 4 consecutive weeks, as measured by incident reports.

Condition: During outdoor activities and transitions between settings

Behavior: the student will stay with the group and follow adult directions to stop

Criteria: responding to the adult's directive within 5 seconds in 4 out of 5 opportunities across 5 consecutive school days, as measured by teacher data.

Condition: When presented with a difficult task or during periods of high frustration

Behavior: the student will use a replacement behavior (squeeze ball, request help, take a break) instead of engaging in self-injurious behavior (head hitting, biting self, scratching self)

Criteria: reducing SIB to no more than 1 incident per day across 10 consecutive school days, as measured by ABC data collection.

Condition: When experiencing sensory overload or emotional distress

Behavior: the student will independently access a sensory tool or calming strategy from their toolkit instead of engaging in self-harm

Criteria: in 80% of observed opportunities across 4 consecutive weeks, as measured by staff observation and behavior logs.

Condition: When presented with a non-preferred academic task

Behavior: the student will begin the task within 2 minutes of the directive, with or without adult support

Criteria: in 4 out of 5 opportunities per day across 10 consecutive school days, as measured by teacher data collection.

Condition: When given a classroom assignment or homework task

Behavior: the student will attempt the task (complete at least 50% of the work) before requesting modifications or assistance

Criteria: in 80% of task presentations across 3 consecutive weeks, as measured by work completion logs.