Turn toward own name spoken from behind
When to use this goal
For young children who detect sound and are learning to respond to their own name by listening, as hearing peers do in class and at home. Present levels in detection and in name response decide fit.
- Baseline
- Call the child's name five times a day from behind and time the response from the end of the name. Record no response as the maximum wait (such as 10 seconds).
- Tips
- Use the name only for real reasons, not as a test word. Any response shows the child heard: turning, speaking, signing, or stopping.
- Limits
- Busy, noisy rooms make this much harder; note noise level. The template measures listening for a student whose family chose listening as one route; it never replaces sign language or captions the student also uses.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-aud-003.
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Goal
By the annual IEP review date, when an adult says the student's name at a normal voice level from behind, during quiet play, the student will turn toward the speaker or respond by voice or sign after their name is called independently within 3 seconds, on 4 of 5 observed days, as measured by latency recording collected daily during play.
Baseline: 8 seconds.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Latency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Latency recording gives latency data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Auditory Skills (Deaf & Hard of Hearing).
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Vision, Hearing & Assistive Technology - Auditory Skills (Deaf & Hard of Hearing)
- Baseline
- 8 seconds.
- Annual goal339 characters
- By the annual IEP review date, when an adult says the student's name at a normal voice level from behind, during quiet play, the student will turn toward the speaker or respond by voice or sign after their name is called independently within 3 seconds, on 4 of 5 observed days, as measured by latency recording collected daily during play.
- Timeframe
- By the annual IEP review date
- Condition
- When an adult says the student's name at a normal voice level from behind, during quiet play
- Behavior
- The student will turn toward the speaker or respond by voice or sign after their name is called independently
- Criteria
- Within 3 seconds, on 4 of 5 observed days
- Evaluation method
- Latency recording
- Schedule
- Daily during play
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Latency tracker. Records the cue time and the response time.
Latency tracker
Latency- Student label:
- Target:
- within 3 seconds
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- daily during play
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when an adult says the student's name at a normal voice level from behind, during quiet play, the student will turn toward the speaker or respond by voice or sign after their name is called independently within 3 seconds, on 4 of 5 observed days, as measured by latency recording collected daily during play.
| Date | Instruction / cue | Cue given (time) | Response began (time) | Latency (seconds) | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the cue ends (for example, the end of the direction). Stop when the defined response begins.
- Record latency in seconds. Shorter latency means faster starts.
- Use a stopwatch or a timer app. Avoid estimating from the clock when measuring seconds.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.