Turn, say okay, and start: a taught response to directions
When to use this goal
For students who benefit from a scripted routine for responding to directions: orient to the adult, acknowledge, and start. Base the choice on which steps are already in place. Orienting can be a turn of the body or a glance; eye contact is not required.
- Baseline
- Score 10 directions with the checklist and record which steps occur. Many students start the task without acknowledging; decide with the team whether the acknowledgment step is needed for this student or whether orientation and starting are enough.
- Tips
- Teach the steps in calm moments with easy, fun directions first. The acknowledgment can be any mode. Remove the step list from the goal if a step does not serve the student; a student who starts fast without saying okay has not failed. Never require eye contact as a step.
- Limits
- A step-based score hides latency; use bh-dir-002 if speed is the concern. The routine can become mechanical; fade the acknowledgment once starting is reliable.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-dir-005.
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Goal
By the annual IEP review date, when a familiar adult gives a one-step direction during a classroom routine, the student will complete the taught response to the direction (orient to the adult, acknowledge, start the task), performing all 4 steps independently, on 8 of 10 consecutive scored directions, as measured by a task-analysis checklist collected daily, 5 scored directions, summarized weekly.
Baseline: 1 of 4 steps independently.
- 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. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps 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
- 1 of 4 steps independently.
- Annual goal400 characters
- By the annual IEP review date, when a familiar adult gives a one-step direction during a classroom routine, the student will complete the taught response to the direction (orient to the adult, acknowledge, start the task), performing all 4 steps independently, on 8 of 10 consecutive scored directions, as measured by a task-analysis checklist collected daily, 5 scored directions, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When a familiar adult gives a one-step direction during a classroom routine
- Behavior
- The student will complete the taught response to the direction (orient to the adult, acknowledge, start the task)
- Criteria
- Performing all 4 steps independently, on 8 of 10 consecutive scored directions
- Evaluation method
- A task-analysis checklist
- Schedule
- Daily, 5 scored directions, summarized weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing all 4 steps independently
- Mastery rule:
- on 8 of 10 consecutive scored directions
- Collection schedule:
- daily, 5 scored directions, summarized weekly
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, when a familiar adult gives a one-step direction during a classroom routine, the student will complete the taught response to the direction (orient to the adult, acknowledge, start the task), performing all 4 steps independently, on 8 of 10 consecutive scored directions, as measured by a task-analysis checklist collected daily, 5 scored directions, summarized weekly.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Stops the current activity (hands still, body turned toward the adult) | ||||||||
| 2. Acknowledges the direction ("okay," a nod, or the OKAY symbol) | ||||||||
| 3. Starts the direction within 10 seconds | ||||||||
| 4. Completes the direction without a repeat | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 4 of 4).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.