Once your team has defined a clear target behavior, matched it with a functionally aligned replacement behavior, and begun planning how to teach it, another valuable practice is to develop an IEP goal that focuses on the replacement behavior itself.
Why? Because a well-written behavior goal can complement your BIP, making it more proactive, supportive, and focused on skill-building. Instead of simply reacting to problem behaviors, the team is now planning for what they want to see—setting clear expectations and tracking meaningful progress over time.
Why Write IEP Goals for Replacement Behaviors?
A replacement behavior IEP goal can benefit everyone involved—students, staff, and families—by:
- Focusing on the positive. Instead of just stopping behavior, we’re teaching skills that help students succeed.
- Shifting the mindset from punishment to instruction. It’s not about consequences—it’s about learning.
- Building capacity. The student gains real strategies to navigate challenges, not just suppress symptoms.
- Creating clarity and alignment. Everyone on the IEP team understands the goal and how to support it.
- Allowing for progress monitoring. You can track how well the student is learning and using the replacement skill over time.
By anchoring replacement behaviors in the IEP, we give them visibility, accountability, and support across the student’s day—not just when the BIP is being used.
Make sure to check our IEP Goal Bank for more ideas!
5 IEP Goal Examples Based on Replacement Behaviors
Below are updated goal examples for the five target behaviors from Blog #1, using the functionally aligned replacement behaviors identified in Blog #2.
1. Target Behavior: Aggression Toward Peers
Function: Access to a preferred item
Replacement Behavior: Use a sentence strip or verbal request to ask for the item
IEP Goal Example:
When wanting a toy or preferred item being used by a peer, the student will request a turn by using a sentence strip or saying “When can I have a turn?” in 4 out of 5 opportunities, across 3 consecutive weeks, as measured by staff observation and data collection.
2. Target Behavior: Work Refusal
Function: Escape from overwhelming task
Replacement Behavior: Use a “Break” card or take space to self-regulate
IEP Goal Example:
When feeling overwhelmed during academic tasks, the student will independently use a “Break” card or follow a taking space routine in 80% of opportunities across a two-week period, as measured by teacher tracking and student self-report.
3. Target Behavior: Elopement
Function: Escape from instruction
Replacement Behavior: Request a water or bathroom break
IEP Goal Example:
When needing a break during instruction, the student will request a water or bathroom break using a verbal or visual cue in 4 out of 5 opportunities, across 3 weeks, as measured by staff data and daily logs.
4. Target Behavior: Disrespect or Defiance
Function: Escape from task
Replacement Behavior: Ask for more time or say “Got it” and get started
IEP Goal Example:
When presented with a non-preferred task, the student will respond by either saying “Got it” and beginning the task, or requesting additional time to start, in 4 out of 5 daily opportunities, across 3 consecutive weeks, as recorded by staff.
5. Target Behavior: Tantrum
Function: Access to a preferred item
Replacement Behavior: Use a choice board to request an alternative
IEP Goal Example:
When denied access to a preferred item or activity, the student will use a choice board to select an available alternative in 80% of opportunities across 4 weeks, as measured by behavior tracking forms and classroom data.
We have prepared a comprehensive guide on how to write IEP goals in detail. Read it on our blog!
Final Thoughts
Writing an IEP goal for a replacement behavior isn’t just a compliance task—it’s a chance to anchor the plan in growth, clarity, and purpose.
When teams take the time to:
- Identify behaviors that serve a function,
- Teach socially appropriate alternatives, and
- Track progress toward those new skills…
…they help students build real strategies for success—academically, socially, and emotionally.
Want more support writing goals like these? Try Behavior Advantage to create, scale, and monitor behavior goals that align with your BIP in a few simple steps.
Let’s teach what we want to see. Let’s write goals that empower students—not just manage them.
