Writing Effective Behavior Goals

By: Dr. Gabrielle Baker, President & Advocate

Behavior goals are most effective when they are specific, measurable, tied to the function of the behavior, and focused on teaching replacement skills rather than simply stopping unwanted behaviors. Goals should reflect what the child will learn to do instead of the unwanted behavior. Because all behavior communicates a need, the goal must align with the function: escape, attention, access to items, or sensory regulation. When a goal matches the function, it becomes meaningful, teachable, and achievable.

An effective behavior goal clearly identifies the replacement behavior, the conditions for using it, the supports needed, and how mastery will be measured. Goals should be observable and concrete, such as requesting a break, seeking help, or using coping strategies. Vague phrases like “act appropriately” or “improve behavior” should be avoided because they are subjective and not measurable.

Below are sample behavior goals organized by behavioral function. These can be adapted to fit a student’s individual needs and communication style.

Escape or Avoidance
Students whose behavior is driven by escape benefit from learning how to appropriately request help, breaks, or clarification.
Sample goal: Given a non-preferred task, the student will appropriately request a break using a break card, gesture, or verbal request in four out of five opportunities, reducing behaviors such as refusal or leaving the area.

Attention
When behavior seeks attention, the replacement behavior should teach appropriate attention-getting methods.
Sample goal: When needing adult attention, the student will appropriately request it by raising a hand, using a help card, or verbalizing a request instead of calling out or using disruptive behaviors, in 80 percent of opportunities.

Access to Tangible Items or Activities
For students who engage in behavior to obtain preferred items, the replacement behavior should focus on functional requesting and waiting skills.
Sample goal: When wanting a preferred item or activity, the student will use functional communication and wait up to two minutes with adult support in four out of five opportunities, reducing behaviors such as grabbing or refusing.

Sensory or Regulation
For sensory-driven behavior, goals should teach regulation and coping strategies the student can use independently or with prompting.
Sample goal: When experiencing sensory overload or emotional dysregulation, the student will use a taught coping strategy such as breathing, grounding, movement, or a calming space to return to baseline within five minutes in 80 percent of opportunities.

Behavior goals rooted in function teach meaningful, real-world skills. When paired with a strong behavior plan and consistent instructional support, these goals help students learn how to get their needs met in safe, appropriate ways that support long-term success.