Ask for help soon after getting stuck
When to use this goal
For students who sit stuck for long stretches before shutting down, leaving, or arguing, and whose FBA points to escape from hard items. Fit depends on data showing long waits before help-seeking, not grade. "Stuck" must be defined (no writing for 1 minute, erasing twice).
- Baseline
- Time from the stuck sign to a help request or to the problem behavior on five episodes. Note whether the student asks peers; peer help can count if the plan allows it.
- Tips
- Answer help requests quickly; long waits teach the student that asking does not work. Skipping and coming back is a real strategy and counts. Pair with bh-rep-007 (help requests) for the rate of asking.
- Limits
- Defining the start of "stuck" takes practice; two observers should agree before data count. Does not measure whether the help led to correct work.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-060.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during independent work when the student gets stuck on an item (as defined in the plan), the student will respond to getting stuck by asking for help with the taught form (raised hand, help card, or spoken question) independently within 60 seconds, on 4 of 5 consecutive observed work periods, as measured by latency recording collected two timed episodes per work period.
Baseline: 240 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. Latency fits this behavior.
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 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
- 240 seconds.
- Annual goal403 characters
- By the annual IEP review date, during independent work when the student gets stuck on an item (as defined in the plan), the student will respond to getting stuck by asking for help with the taught form (raised hand, help card, or spoken question) independently within 60 seconds, on 4 of 5 consecutive observed work periods, as measured by latency recording collected two timed episodes per work period.
- Timeframe
- By the annual IEP review date
- Condition
- During independent work when the student gets stuck on an item (as defined in the plan)
- Behavior
- The student will respond to getting stuck by asking for help with the taught form (raised hand, help card, or spoken question) independently
- Criteria
- Within 60 seconds, on 4 of 5 consecutive observed work periods
- Evaluation method
- Latency recording
- Schedule
- Two timed episodes per work period
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 60 seconds
- Mastery rule:
- on 4 of 5 consecutive observed work periods
- Collection schedule:
- two timed episodes per work period
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, during independent work when the student gets stuck on an item (as defined in the plan), the student will respond to getting stuck by asking for help with the taught form (raised hand, help card, or spoken question) independently within 60 seconds, on 4 of 5 consecutive observed work periods, as measured by latency recording collected two timed episodes per work period.
| 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.