Wait for a requested item or break after being told to wait
When to use this goal
For students who request reliably (bh-rep-001, bh-rep-006) but escalate when the request is not met at once. Fits after the request is stable. Present levels on how long the student currently waits without problem behavior decide the starting delay; many students start at 5 to 10 seconds.
- Baseline
- Run 5 planned delays starting very short (3 to 5 seconds) and record the longest delay the student waited without problem behavior. Increase the delay only when the current one is tolerated across several trials. Always deliver the item at the end of the delay during baseline and teaching.
- Tips
- Increase delays in small steps and go back a step after a failed trial. Always deliver the requested item or break when the delay ends; if problem behavior occurs during the delay, reset the timer quietly rather than denying the item, so the student does not learn that waiting leads to loss. Record the longest tolerated delay each day. Tolerating a flat "no" is a separate skill (bh-rep-015).
- Limits
- Planned delays can be scored precisely; natural delays rarely can, so keep the two data sets separate. Not appropriate as a goal for students who cannot yet make the request; teach the request first.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-013.
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Goal
By the annual IEP review date, after the student requests an item or break and the adult says "wait" and shows the wait card, the student will independently wait with hands down and without the defined problem behavior until the adult delivers the item or break for at least 90 seconds, on 4 of 5 consecutive planned delays, as measured by duration recording collected daily during 2 to 3 planned delays.
Baseline: 10 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. 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
- 10 seconds.
- Annual goal404 characters
- By the annual IEP review date, after the student requests an item or break and the adult says "wait" and shows the wait card, the student will independently wait with hands down and without the defined problem behavior until the adult delivers the item or break for at least 90 seconds, on 4 of 5 consecutive planned delays, as measured by duration recording collected daily during 2 to 3 planned delays.
- Timeframe
- By the annual IEP review date
- Condition
- After the student requests an item or break and the adult says "wait" and shows the wait card
- Behavior
- The student will independently wait with hands down and without the defined problem behavior until the adult delivers the item or break
- Criteria
- For at least 90 seconds, on 4 of 5 consecutive planned delays
- Evaluation method
- Duration recording
- Schedule
- Daily during 2 to 3 planned delays
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:
- for at least 90 seconds
- Mastery rule:
- on 4 of 5 consecutive planned delays
- Collection schedule:
- daily during 2 to 3 planned delays
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, after the student requests an item or break and the adult says "wait" and shows the wait card, the student will independently wait with hands down and without the defined problem behavior until the adult delivers the item or break for at least 90 seconds, on 4 of 5 consecutive planned delays, as measured by duration recording collected daily during 2 to 3 planned delays.
| Date | Activity / context | Start time | End time | Duration (seconds) | 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 least the target (90 seconds).
- 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.