Start the replacement activity after a cancelled event
When to use this goal
For young students who get stuck on a planned event (outdoor recess, an assembly, a visitor) after it is cancelled and cannot start the replacement. Present levels decide how much warning and what visual is used.
- Baseline
- Real cancellations are irregular, so collect baseline on both real and planned practice changes (a game swapped for another). Time from the announcement to the first use of the replacement materials. Note what the child does in between.
- Tips
- Start timing at the end of the announcement and stop at the first use of the replacement materials. Planned practice changes give data between real ones and build the skill. A short statement of disappointment is fine and does not stop the clock.
- Limits
- Real cancellations vary in how much they matter to the child; note the event. Does not measure how the rest of the day goes.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-cf-022.
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Goal
By the annual IEP review date, when an adult announces that a planned activity is cancelled and shows the replacement on the visual schedule, the student will move to the replacement activity and begin using its materials independently within 3 minutes, on 4 of 5 consecutive cancellations, as measured by latency recording collected each time a planned activity changes.
Baseline: 10 minutes.
- 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 Cognitive Flexibility.
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 - Cognitive Flexibility
- Baseline
- 10 minutes.
- Annual goal371 characters
- By the annual IEP review date, when an adult announces that a planned activity is cancelled and shows the replacement on the visual schedule, the student will move to the replacement activity and begin using its materials independently within 3 minutes, on 4 of 5 consecutive cancellations, as measured by latency recording collected each time a planned activity changes.
- Timeframe
- By the annual IEP review date
- Condition
- When an adult announces that a planned activity is cancelled and shows the replacement on the visual schedule
- Behavior
- The student will move to the replacement activity and begin using its materials independently
- Criteria
- Within 3 minutes, on 4 of 5 consecutive cancellations
- Evaluation method
- Latency recording
- Schedule
- Each time a planned activity changes
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 minutes
- Mastery rule:
- on 4 of 5 consecutive cancellations
- Collection schedule:
- each time a planned activity changes
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when an adult announces that a planned activity is cancelled and shows the replacement on the visual schedule, the student will move to the replacement activity and begin using its materials independently within 3 minutes, on 4 of 5 consecutive cancellations, as measured by latency recording collected each time a planned activity changes.
| Date | Instruction / cue | Cue given (time) | Response began (time) | Latency (minutes) | 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 minutes. 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.