Wait for a busy adult after signaling for attention
When to use this goal
For students who use an attention signal (bh-rep-004) but repeat it, escalate, or interrupt when the adult cannot respond at once. Use current waiting time to decide the starting target.
- Baseline
- Record 5 or more waits from the adult's wait signal to either the adult's response or the first repeat signal or interruption. Note what the student was waiting for; waits for help on a hard item are usually shorter than waits to share news. Make sure the adult actually responds at the end of each wait during baseline.
- Tips
- Plan short waits early in teaching and return to the student before the known tolerance runs out, then stretch gradually. Give the student something to do while waiting (a next item, a doodle sheet) in the early stages. Pair with the reduction goal bh-rep-021 if calling out is tracked.
- Limits
- Adults' response times vary, so some waits end before the student's limit is tested; record only waits that reached the planned length. Does not measure whether the student's original request was addressed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-014.
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Goal
By the annual IEP review date, after the student has signaled for attention and the adult has shown the wait signal while helping another student, the student will wait without repeating the signal, calling out, or touching the adult until the adult responds independently for at least 120 seconds, on 4 of 5 consecutive recorded waits, as measured by duration recording collected daily during one group-instruction period.
Baseline: 15 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
- 15 seconds.
- Annual goal423 characters
- By the annual IEP review date, after the student has signaled for attention and the adult has shown the wait signal while helping another student, the student will wait without repeating the signal, calling out, or touching the adult until the adult responds independently for at least 120 seconds, on 4 of 5 consecutive recorded waits, as measured by duration recording collected daily during one group-instruction period.
- Timeframe
- By the annual IEP review date
- Condition
- After the student has signaled for attention and the adult has shown the wait signal while helping another student
- Behavior
- The student will wait without repeating the signal, calling out, or touching the adult until the adult responds independently
- Criteria
- For at least 120 seconds, on 4 of 5 consecutive recorded waits
- Evaluation method
- Duration recording
- Schedule
- Daily during one group-instruction period
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 120 seconds
- Mastery rule:
- on 4 of 5 consecutive recorded waits
- Collection schedule:
- daily during one group-instruction period
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, after the student has signaled for attention and the adult has shown the wait signal while helping another student, the student will wait without repeating the signal, calling out, or touching the adult until the adult responds independently for at least 120 seconds, on 4 of 5 consecutive recorded waits, as measured by duration recording collected daily during one group-instruction period.
| 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 (120 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.