Practical, evidence-based ways to write behaviour goals that make sense—and actually make a difference.
From the research I’ve done—and from listening to families and professionals—it’s clear that many EHCPs include goals like “will improve behaviour” or “will manage emotions better.”
They sound positive, but they’re also a bit like saying “will be a better human.” Well-meaning, but vague. They don’t tell anyone what that actually looks like day to day, or how to get there.
Let’s fix that.
This article is about writing EHCP behaviour goals that actually work—the kind that help children thrive, make sense to parents, and guide professionals toward real, trackable progress.
And don’t worry—this isn’t about adding more jargon to the pile. I’m a parent too, and I like goals that make sense over coffee, not just in a review meeting.
Why Behaviour Goals Go Wrong
Behaviour goals often fall short because they miss two essential ingredients:
- Function (why the behaviour happens), and
- Replacement skills (what we want to teach instead).
Without those, goals become about stopping behaviours instead of building skills.
For example:
❌ “Will stop shouting.”
✅ “Will ask for a break using a ‘break card’ or short phrase when feeling overwhelmed.”
The second goal tells us the “how,” and it teaches a skill that helps the child cope. It’s measurable, realistic, and supportive.
Peer-reviewed studies (Hanley et al., 2003; Tiger et al., 2008) consistently show that teaching replacement behaviours—especially through Functional Communication Training—is more effective than trying to simply reduce behaviour through demands or consequences.
How to Make Behaviour Goals Work (Without Losing Your Mind)
Here’s a simple, parent-friendly structure that keeps EHCP goals practical and positive:
1️⃣ Define the behaviour skill, not the problem.
Instead of “will reduce meltdowns,” try “will request help when work is too difficult.”
2️⃣ Add the context.
When and where will this happen? Example: “during classroom transitions” or “when asked to complete homework.”
3️⃣ Describe the support needed.
EHCPs should show what works, not just what’s expected of the child. For instance, “with visual support and one verbal prompt.”
4️⃣ Include a measurable indicator.
That could be a percentage, a duration, or a frequency—anything trackable. Example: “in 4 out of 5 opportunities.”
Real-World Examples (That Don’t Sound Robotic)
Let’s bring it to life. These are sample EHCP behaviour goals written in plain English:
| Old EHCP Goal | Better, Skill-Focused Goal |
|---|---|
| Will improve behaviour | Will follow a short, two-step instruction with visual prompts in 4 out of 5 opportunities |
| Will manage emotions | Will use a feelings chart to communicate “I need a break” during unstructured times |
| Will stay on task | Will begin tasks within 2 minutes of instruction, with one verbal reminder |
| Will reduce shouting | Will use “excuse me” or a break card to get adult attention 80% of the time |
You can see the difference—one demands change, the other teaches a pathway to success.
When goals are written collaboratively—parents, teachers, and professionals working together—it becomes much easier to keep everyone consistent and supportive.
The Parent’s Role (and Why It’s Powerful)
Parents know their child best. You’ve seen what works (and what definitely doesn’t). When you bring that insight into the EHCP process, you’re not being “pushy”—you’re being practical.
Ask for goals that reflect your child’s real-world needs. That might mean saying:
“Can we phrase this as what they’ll learn to do, rather than what they’ll stop doing?”
That one question can change how a whole plan is written.
Parent involvement doesn’t just improve clarity—it improves outcomes. Research (Bearss et al., 2015) shows that when parents help shape and reinforce behaviour plans, children make faster, more generalised progress
Keeping It Ethical and Real
The UK Society for Behaviour Analysis (UKSBA) Code of Ethical Conduct reminds us that behaviour support should always protect dignity, promote choice, and align with personal values.
That means:
- No goals written for convenience,
- No goals that ignore communication, and
- No goals that punish distress.
Instead, we focus on teaching skills that give children more autonomy and less frustration.
Behaviour change should feel empowering, not punitive—for the child, the family, and the staff supporting them.
A Practical Framework You Can Steal
If you like a formula (I can’t help it, my maths background always sneaks back in), here’s one that works beautifully:
When [trigger or context], [child’s name] will [replacement skill] with [support], measured by [criterion].
For example:
When given an unfamiliar task, Sam will ask for help using a prompt card, with one adult reminder, in 4 out of 5 opportunities.
That’s clear, measurable, and realistic—and it focuses on what to do, not what not to do.
Why Getting This Right Matters
Vague behaviour goals can leave families feeling stuck—like nothing’s changing even though everyone’s trying their best.
When goals are meaningful and skill-based, they empower children and the adults who support them. That’s what drives me: helping families and schools create plans that actually work, not just look tidy on paper.
Key Takeaway
Effective EHCP behaviour goals don’t demand perfection—they define progress you can see.
Think teach, not control.
Think skills, not symptoms.
Think collaboration, not compliance.
Because the best behaviour goals don’t just change behaviour—they build confidence, independence, and hope.
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References
Bearss, K., Johnson, C., Smith, T. et al. (2015). Effect of parent training on behavioral problems in children with autism spectrum disorder. JAMA, 313(15), 1524–1533.
Hanley, G. P., Iwata, B. A., & McCord, B. E. (2003). Functional analysis of problem behavior: A review. Journal of Applied Behavior Analysis, 36(2), 147–185.
Tiger, J. H., Hanley, G. P., & Bruzek, J. (2008). Functional communication training: A review and practical guide. Behavior Analysis in Practice, 1(1), 16–23.