Start a direction within 10 seconds of being asked
When to use this goal
For students who do follow directions but only after a long delay (a minute or more) or after several reminders. Measures the time from the end of the direction to the first step of the response. Base the choice on latency recording.
- Baseline
- Time 10 or more routine directions from the end of the direction to the first step of the response. If the student never starts within 2 minutes, record 120 seconds and note what happened. Separate directions the student likes ("go to recess") from those they do not; report both.
- Tips
- Define the first step for each common direction (hand touches the notebook, feet move toward the line) so observers stop the clock at the same point. Reinforce quick starts in the first weeks, including when the start is only the first step. Do not repeat the direction during the timing; a repeat ends the trial and is recorded as prompted.
- Limits
- Latency to start does not show completion; pair with bh-dir-001 or a task-completion goal if the student starts and stops. Timing with a wristwatch is rough below 5 seconds; a stopwatch app is enough.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-dir-002.
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Goal
By the annual IEP review date, when given a routine direction during class ("take out your notebook," "line up," "put the tablet away"), the student will begin the direction (first visible step) independently within 10 seconds, on 8 of 10 consecutive recorded directions, as measured by latency recording collected daily, 3 to 5 directions, summarized weekly.
Baseline: 75 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 Following Adult Directions.
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
- Behavior & Classroom Expectations - Following Adult Directions
- Baseline
- 75 seconds.
- Annual goal359 characters
- By the annual IEP review date, when given a routine direction during class ("take out your notebook," "line up," "put the tablet away"), the student will begin the direction (first visible step) independently within 10 seconds, on 8 of 10 consecutive recorded directions, as measured by latency recording collected daily, 3 to 5 directions, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When given a routine direction during class ("take out your notebook," "line up," "put the tablet away")
- Behavior
- The student will begin the direction (first visible step) independently
- Criteria
- Within 10 seconds, on 8 of 10 consecutive recorded directions
- Evaluation method
- Latency recording
- Schedule
- Daily, 3 to 5 directions, summarized weekly
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 10 seconds
- Mastery rule:
- on 8 of 10 consecutive recorded directions
- Collection schedule:
- daily, 3 to 5 directions, summarized weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when given a routine direction during class ("take out your notebook," "line up," "put the tablet away"), the student will begin the direction (first visible step) independently within 10 seconds, on 8 of 10 consecutive recorded directions, as measured by latency recording collected daily, 3 to 5 directions, summarized weekly.
| 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.