Stop an activity when told to stop
When to use this goal
For students who continue an activity (running, tapping, talking, pouring water) after an adult says stop. Measures latency from the stop direction to the activity ending. Base the choice on latency recording. Safety-critical stops (near traffic, with scissors) are in safety-behavior.
- Baseline
- Time 10 stop cues, half in a game and half natural, from the end of the cue to the student's stopping. Record 30 seconds if the student does not stop. Compare game and natural latencies; a big gap means the skill is there but not under stimulus control in the natural setting.
- Tips
- Use the same cue everywhere and teach it in games where stopping is fun. Reinforce quick stops immediately. The cue is for the student's actions, not for interrupting a request or protest; a student who stops hitting and says "no" has met this goal and is using a replacement.
- Limits
- Latency under 3 seconds is hard to time by hand; use a stopwatch app or accept 3 seconds as the floor. Does not measure what the student does after stopping.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-dir-014.
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Goal
By the annual IEP review date, when an adult gives the taught stop cue ("stop," a hand signal, or a STOP card) during play or classwork, the student will stop the activity (hands still, body still, voice off) independently within 3 seconds, on 8 of 10 consecutive recorded cues, as measured by latency recording collected daily, 5 cues in a game plus natural cues, summarized weekly.
Baseline: 20 seconds.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 to review
Review: Unit fits the behavior. Latency measures how quickly a response starts. The behavior should describe starting or responding.
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
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
- 20 seconds.
- Annual goal383 characters
- By the annual IEP review date, when an adult gives the taught stop cue ("stop," a hand signal, or a STOP card) during play or classwork, the student will stop the activity (hands still, body still, voice off) independently within 3 seconds, on 8 of 10 consecutive recorded cues, as measured by latency recording collected daily, 5 cues in a game plus natural cues, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When an adult gives the taught stop cue ("stop," a hand signal, or a STOP card) during play or classwork
- Behavior
- The student will stop the activity (hands still, body still, voice off) independently
- Criteria
- Within 3 seconds, on 8 of 10 consecutive recorded cues
- Evaluation method
- Latency recording
- Schedule
- Daily, 5 cues in a game plus natural cues, 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 3 seconds
- Mastery rule:
- on 8 of 10 consecutive recorded cues
- Collection schedule:
- daily, 5 cues in a game plus natural cues, summarized weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when an adult gives the taught stop cue ("stop," a hand signal, or a STOP card) during play or classwork, the student will stop the activity (hands still, body still, voice off) independently within 3 seconds, on 8 of 10 consecutive recorded cues, as measured by latency recording collected daily, 5 cues in a game plus natural cues, 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.