Return to the task after a distraction without a prompt
When to use this goal
For students whose present levels show every noise or movement in the room ends their work for good. For students who can work for a few minutes at a time but do not come back after breaks in attention.
- Baseline
- During several work periods, note each time the student stops work because of something in the room and time how long until work resumes. If the student does not resume before the period ends, record that separately. Use the median of resumed episodes.
- Tips
- Start the clock when the student stops working and looks toward the distraction; stop it when they produce the next task-related action. Looking up briefly and continuing within 10 seconds is not scored; that is normal. Planned mild distractions can be used for practice with the student's knowledge.
- Limits
- Natural distractions are unplanned, so the number per session varies. Latency alone does not show how often attention breaks; pair with a duration or redirection measure.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-att-009.
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Goal
By the annual IEP review date, after a classroom distraction (a door opening, a peer talking, an announcement) during independent work, the student will return to the task by resuming writing or reading independently within 30 seconds, on 4 of 5 consecutive observed distractions, as measured by latency recording collected twice weekly.
Baseline: 150 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 Sustained Attention & Task Engagement.
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
- Executive Function - Sustained Attention & Task Engagement
- Baseline
- 150 seconds.
- Annual goal337 characters
- By the annual IEP review date, after a classroom distraction (a door opening, a peer talking, an announcement) during independent work, the student will return to the task by resuming writing or reading independently within 30 seconds, on 4 of 5 consecutive observed distractions, as measured by latency recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After a classroom distraction (a door opening, a peer talking, an announcement) during independent work
- Behavior
- The student will return to the task by resuming writing or reading independently
- Criteria
- Within 30 seconds, on 4 of 5 consecutive observed distractions
- Evaluation method
- Latency recording
- Schedule
- Twice 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 30 seconds
- Mastery rule:
- on 4 of 5 consecutive observed distractions
- Collection schedule:
- twice weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, after a classroom distraction (a door opening, a peer talking, an announcement) during independent work, the student will return to the task by resuming writing or reading independently within 30 seconds, on 4 of 5 consecutive observed distractions, as measured by latency recording collected twice 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.