Behavior Goal Scaling (FBA/BIP)
Learn how to create behavior goals based on a FBA/BIP and monitor progress toward reducing target behaviors and increasing replacement behaviors.
Use this section to document behavior goals related to the Behavior Intervention Plan, including the reduction of Target Behaviors and/or development of Replacement Behaviors. These goals may mirror the student's IEP goals or serve as short-term objectives used to guide implementation and progress monitoring.
Name
Enter a brief title for the goal.
Example: Increase Appropriate Help Requests
Present Level of Performance
Describe the student's current level of performance using available baseline data or team estimates. Include the frequency, duration, intensity, or quality of the behavior when appropriate.
Example: During class, when presented with non-preferred academic tasks, Shane never requests or utilizes a 5-minute break using appropriate and respectful communication with teachers.
Initial Objective
Describe the first measurable level of progress the student is expected to achieve after implementation begins.
Example: Before November, Shane will work with his counselor to coordinate a meeting with his math teacher to discuss, role-play, and agree upon some strategies to request a 5-minute break during lessons if needed.
Secondary Objective
Describe the next level of expected progress as the student continues developing the targeted skill.
Example: By the end of November, when given a non-preferred task in math class, Shane will follow prompts or reminders to request and take an agreed-upon 5-minute break if needed, in approximately 2 out of 5 opportunities.
Target Goal
Describe the desired long-term outcome for the behavior addressed by the plan.
Example: By winter break, when asked to complete a non-preferred academic task, Shane will self-advocate using agreed upon communications to request a 5-minute break, and return to class on time, without being argumentative and disrespectful toward staff, in 4 out of 5 opportunities.
Exceeds Target Goal
Describe performance that exceeds the expected Target Goal. This level helps teams recognize exceptional progress and continued growth after the primary goal has been achieved.
Example: Generalize and expand behavior supports to another academic setting.
Progress Monitoring
Describe how progress toward the goal will be measured and reviewed. Include the data collection method, review schedule, and any decision rules the team will use to evaluate progress.
Example: Progress will be monitored weekly using a frequency count and teacher observations. The team will review data every four weeks to determine whether supports should be maintained, modified, or faded.