Change tasks mid-activity when the teacher asks
When to use this goal
For students who refuse or escalate when asked to stop an unfinished task and switch (a fire drill, a schedule change, a group rotation). Base the choice on responses to unplanned switches. Flexibility as a thinking skill is in cognitive-flexibility; this measures the behavioral response to the direction.
- Baseline
- Record 5 mid-task switches, planned or natural: switched within 2 minutes, switched after a delay, refused, or escalated. Note whether the student was told when the task could be finished; that single sentence changes outcomes for many students.
- Tips
- Always say when the unfinished task can be completed, and keep that promise. Plan one switch per week so there are data even in calm weeks. Asking one question is part of the behavior and is not scored against the student. Pair with a cognitive-flexibility goal if the student struggles with any change in plans.
- Limits
- Natural switches vary in how much is lost; a switch 30 seconds before finishing is harder than one at the start. Record the point in the task with each trial.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-dir-020.
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Goal
By the annual IEP review date, when the teacher directs the class to stop an unfinished task and start a different one, the student will independently stop the current task, mark the place or save the work, and begin the new task within 2 minutes without the defined problem behavior in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed switch plus 1 planned switch per week, summarized every 2 weeks.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Direct observation gives opportunities 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 5 opportunities.
- Annual goal484 characters
- By the annual IEP review date, when the teacher directs the class to stop an unfinished task and start a different one, the student will independently stop the current task, mark the place or save the work, and begin the new task within 2 minutes without the defined problem behavior in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed switch plus 1 planned switch per week, summarized every 2 weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When the teacher directs the class to stop an unfinished task and start a different one
- Behavior
- The student will independently stop the current task, mark the place or save the work, and begin the new task within 2 minutes without the defined problem behavior
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries
- Evaluation method
- Direct observation
- Schedule
- Each observed switch plus 1 planned switch per week, summarized every 2 weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive 2-week data summaries
- Collection schedule:
- each observed switch plus 1 planned switch per week, summarized every 2 weeks
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when the teacher directs the class to stop an unfinished task and start a different one, the student will independently stop the current task, mark the place or save the work, and begin the new task within 2 minutes without the defined problem behavior in at least 4 of 5 opportunities, across 3 consecutive 2-week data summaries, as measured by direct observation collected each observed switch plus 1 planned switch per week, summarized every 2 weeks.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.