Join the next activity after a game ends
When to use this goal
For young students who get stuck when a game ends, especially when they did not win, and stay at the game, argue the result, or ask to play again. Present levels decide the kinds of games used and the support.
- Baseline
- Time from the game ending (or the timer) to the student starting the next activity for at least five games, and note win or loss each time. If losses take much longer, start practice with short games where losing costs little.
- Tips
- Start timing at the end of the game and stop at the first step of the next activity. Saying I wanted to win is fine. Practice game endings during low-stakes games first; a game-over plan card gives a script to follow.
- Limits
- Wins and losses come in no set order, so data swing; report win and loss games separately if the gap is large. Does not measure sportsmanship during the game itself.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-cf-027.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when a board, card, or PE game ends and the teacher names the next activity, including games the student did not win, the student will put the game pieces away and move to the next activity independently within 45 seconds, on 4 of 5 consecutive observed game endings, as measured by latency recording collected twice weekly.
Baseline: 180 seconds.
- 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
- 180 seconds.
- Annual goal355 characters
- By the annual IEP review date, when a board, card, or PE game ends and the teacher names the next activity, including games the student did not win, the student will put the game pieces away and move to the next activity independently within 45 seconds, on 4 of 5 consecutive observed game endings, as measured by latency recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When a board, card, or PE game ends and the teacher names the next activity, including games the student did not win
- Behavior
- The student will put the game pieces away and move to the next activity independently
- Criteria
- Within 45 seconds, on 4 of 5 consecutive observed game endings
- 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 45 seconds
- Mastery rule:
- on 4 of 5 consecutive observed game endings
- Collection schedule:
- twice weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when a board, card, or PE game ends and the teacher names the next activity, including games the student did not win, the student will put the game pieces away and move to the next activity independently within 45 seconds, on 4 of 5 consecutive observed game endings, 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.