Return to the task after a break within the agreed time
When to use this goal
For students who request breaks reliably but stay away too long or need many prompts to come back. Fits after bh-rep-001, bh-rep-002, or bh-rep-003 is stable. Use current return times to decide the target window.
- Baseline
- Time 5 or more breaks from the end signal to the moment the student is back at the task with materials out. Note the prompts used and whether the student returned on their own at all. Long or variable return times often mean the break activity is more reinforcing than the task; adjust the break menu before setting a target.
- Tips
- Define "returned" concretely (seated, materials open, first item attempted) so the stopwatch stops at the same point every time. Make the first task after a break short and easy so returning is reinforced. Keep breaks timed and predictable; a break with no end signal cannot be scored with this goal.
- Limits
- Measures the return only, not whether the student stays with the task afterward; pair with a sustained-attention goal if that is the concern. Breaks that are ended early by an adult should be excluded from the data.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-010.
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Goal
By the annual IEP review date, after the student has taken a requested break and the timer or break card signals the end, the student will transition back to the assigned task and resume it (materials out, first item started) independently within 2 minutes, on 4 of 5 consecutive recorded breaks, as measured by duration recording collected each break, at least 3 per week.
Baseline: 8 minutes.
- 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. Duration fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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 Replacement Behaviors.
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 - Replacement Behaviors
- Baseline
- 8 minutes.
- Annual goal373 characters
- By the annual IEP review date, after the student has taken a requested break and the timer or break card signals the end, the student will transition back to the assigned task and resume it (materials out, first item started) independently within 2 minutes, on 4 of 5 consecutive recorded breaks, as measured by duration recording collected each break, at least 3 per week.
- Timeframe
- By the annual IEP review date
- Condition
- After the student has taken a requested break and the timer or break card signals the end
- Behavior
- The student will transition back to the assigned task and resume it (materials out, first item started) independently
- Criteria
- Within 2 minutes, on 4 of 5 consecutive recorded breaks
- Evaluation method
- Duration recording
- Schedule
- Each break, at least 3 per week
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- within 2 minutes
- Mastery rule:
- on 4 of 5 consecutive recorded breaks
- Collection schedule:
- each break, at least 3 per week
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, after the student has taken a requested break and the timer or break card signals the end, the student will transition back to the assigned task and resume it (materials out, first item started) independently within 2 minutes, on 4 of 5 consecutive recorded breaks, as measured by duration recording collected each break, at least 3 per week.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at or below the target (2 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.