Stop and stand still at the safety stop cue
When to use this goal
For students who keep moving when an adult calls stop near a door, a street, a stairwell, or playground equipment. Measures latency from the cue to standing still. Base the choice on timed cues in practice. Stopping an activity in class is in following-adult-directions; this cue is for movement in unsafe places.
- Baseline
- Time 10 cues in a safe practice area (gym, field) from the end of the cue to the student standing still. Record 20 seconds if the student does not stop. Practice should start where there is no danger and move closer to real settings only when the latency is reliably under 3 seconds.
- Tips
- Use one word and one gesture everywhere, teach it as a game first, and reinforce every stop. Mastery is set at every cue because a safety cue has to work every time. Families should use the same cue at home. A student who does not yet stop reliably needs a hand, rope, or 1:1 adult near doors and streets regardless of the goal.
- Limits
- Latency under 2 seconds cannot be timed by hand; accept 2 seconds as the floor. Practice in safe areas may not transfer to high-arousal moments; keep adult proximity until real-setting data are reliable.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-saf-004.
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Goal
By the annual IEP review date, when an adult gives the safety stop cue ("stop" with a raised hand) while the student is walking or running in a practice area, the student will stop moving and stand still until the adult gives the go cue independently within 2 seconds, on 10 of 10 consecutive recorded cues, as measured by latency recording collected daily, 5 practice cues plus natural cues, summarized weekly.
Baseline: 15 seconds.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 to review
Review: Unit fits the behavior. Latency measures how quickly a response starts. The behavior should describe starting or responding.
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
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 Safety 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 - Safety Behaviors
- Baseline
- 15 seconds.
- Annual goal411 characters
- By the annual IEP review date, when an adult gives the safety stop cue ("stop" with a raised hand) while the student is walking or running in a practice area, the student will stop moving and stand still until the adult gives the go cue independently within 2 seconds, on 10 of 10 consecutive recorded cues, as measured by latency recording collected daily, 5 practice cues plus natural cues, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When an adult gives the safety stop cue ("stop" with a raised hand) while the student is walking or running in a practice area
- Behavior
- The student will stop moving and stand still until the adult gives the go cue independently
- Criteria
- Within 2 seconds, on 10 of 10 consecutive recorded cues
- Evaluation method
- Latency recording
- Schedule
- Daily, 5 practice cues plus natural cues, summarized weekly
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 2 seconds
- Mastery rule:
- on 10 of 10 consecutive recorded cues
- Collection schedule:
- daily, 5 practice cues plus natural cues, summarized weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when an adult gives the safety stop cue ("stop" with a raised hand) while the student is walking or running in a practice area, the student will stop moving and stand still until the adult gives the go cue independently within 2 seconds, on 10 of 10 consecutive recorded cues, as measured by latency recording collected daily, 5 practice cues plus natural cues, summarized weekly.
| 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.