Reduce unrelated comments during quiet work time
When to use this goal
For students whose present levels show frequent spoken comments unrelated to the task during quiet work, interrupting their own and others' attention. Humming, tapping, and other noises that may serve regulation are not targets; address them through sensory or regulation supports. Present levels decide the target.
- Baseline
- Define what to count (spoken comments not about the task, such as calling out to a neighbor) and tally them for five work periods. Don't count humming, tapping, or other noises. Note whether comments rise when the task gets harder; that points to a different support.
- Tips
- Count each separate comment. Task-related questions do not count. Share the definition with the student and have them tally on the self-monitoring card too; compare counts afterward.
- Limits
- Exclude regulatory noises, tics, and stimming; address those through the regulation plan with the OT or BCBA. Counting depends on the observer's position in the room; keep it consistent.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-att-013.
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Goal
By the annual IEP review date, during a 20-minute quiet independent work period, the student will reduce spoken comments unrelated to the task to no more than 3 times per 20-minute work period, while using a self-monitoring card for quiet work, on 4 of 5 consecutive observed work periods, as measured by frequency recording collected daily on one work period.
Baseline: 12 times per 20-minute work period.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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
- 12 times per 20-minute work period.
- Annual goal360 characters
- By the annual IEP review date, during a 20-minute quiet independent work period, the student will reduce spoken comments unrelated to the task to no more than 3 times per 20-minute work period, while using a self-monitoring card for quiet work, on 4 of 5 consecutive observed work periods, as measured by frequency recording collected daily on one work period.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute quiet independent work period
- Behavior
- The student will reduce spoken comments unrelated to the task, while using a self-monitoring card for quiet work
- Criteria
- No more than 3 times per 20-minute work period, on 4 of 5 consecutive observed work periods
- Evaluation method
- Frequency recording
- Schedule
- Daily on one work period
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- no more than 3 times per 20-minute work period
- Mastery rule:
- on 4 of 5 consecutive observed work periods
- Collection schedule:
- daily on one work period
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 20-minute quiet independent work period, the student will reduce spoken comments unrelated to the task to no more than 3 times per 20-minute work period, while using a self-monitoring card for quiet work, on 4 of 5 consecutive observed work periods, as measured by frequency recording collected daily on one work period.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 20-minute work period.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.