Stop and turn when their name is called from a distance
When to use this goal
For young students who do not respond when called from across the playground or room, which matters most when they are moving toward something unsafe. Measures latency from the name to stopping and turning. Base the choice on timed calls. Hearing should be checked first.
- Baseline
- Call the student's name 10 times across 2 days from 10 to 20 feet during play and time the response. Record 15 seconds for no response. Compare near and far calls; many students respond when close and not when far. Confirm hearing screening is current.
- Tips
- Call the name only when you can follow through with something good (a turn, a toy, praise) during teaching, so the name predicts something worth turning for. Do not use the name repeatedly without a response; that teaches it away. Pair with bh-saf-004 for the stop cue.
- Limits
- Responding to a name is also a social and language skill; coordinate with the SLP. Loud outdoor settings raise latency for everyone, so record the setting with each trial.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-saf-005.
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Goal
By the annual IEP review date, when an adult calls the student's name from 10 to 20 feet away during outdoor play, the student will stop and turn toward the adult independently within 3 seconds, on 9 of 10 consecutive recorded calls, as measured by latency recording collected daily, 3 to 5 calls, summarized weekly.
Baseline: 12 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
- 12 seconds.
- Annual goal316 characters
- By the annual IEP review date, when an adult calls the student's name from 10 to 20 feet away during outdoor play, the student will stop and turn toward the adult independently within 3 seconds, on 9 of 10 consecutive recorded calls, as measured by latency recording collected daily, 3 to 5 calls, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When an adult calls the student's name from 10 to 20 feet away during outdoor play
- Behavior
- The student will stop and turn toward the adult independently
- Criteria
- Within 3 seconds, on 9 of 10 consecutive recorded calls
- Evaluation method
- Latency recording
- Schedule
- Daily, 3 to 5 calls, 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 3 seconds
- Mastery rule:
- on 9 of 10 consecutive recorded calls
- Collection schedule:
- daily, 3 to 5 calls, summarized weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when an adult calls the student's name from 10 to 20 feet away during outdoor play, the student will stop and turn toward the adult independently within 3 seconds, on 9 of 10 consecutive recorded calls, as measured by latency recording collected daily, 3 to 5 calls, 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.