Return to work after hearing no
When to use this goal
For students who stop working for long stretches after a request is denied (a break, a pass, a change of seat, a preferred activity). Present levels decide the starting latency; pair with ef-cf-018 for offering an alternative.
- Baseline
- For one to two weeks, time from each no or not now to the student resuming the task. Record the request and what the student did in between. If many requests are denied, review whether the student needs more scheduled breaks.
- Tips
- Start timing after the adult finishes the answer and stop at the first step back on the task. Giving a later time when possible (after this page) makes the no easier. A brief comment of frustration is fine.
- Limits
- The adult's tone and reason affect the response; keep the delivery consistent. Measures recovery time, not the number of requests.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-cf-035.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, after a request is denied or delayed during class, with a reason or a later time given, the student will return to the assigned task or start a stated alternative independently within 60 seconds, on 4 of 5 consecutive observed denied requests, as measured by latency recording collected daily, summarized weekly.
Baseline: 300 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
- 300 seconds.
- Annual goal343 characters
- By the annual IEP review date, after a request is denied or delayed during class, with a reason or a later time given, the student will return to the assigned task or start a stated alternative independently within 60 seconds, on 4 of 5 consecutive observed denied requests, as measured by latency recording collected daily, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After a request is denied or delayed during class, with a reason or a later time given
- Behavior
- The student will return to the assigned task or start a stated alternative independently
- Criteria
- Within 60 seconds, on 4 of 5 consecutive observed denied requests
- Evaluation method
- Latency recording
- Schedule
- Daily, 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 60 seconds
- Mastery rule:
- on 4 of 5 consecutive observed denied requests
- Collection schedule:
- daily, summarized weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, after a request is denied or delayed during class, with a reason or a later time given, the student will return to the assigned task or start a stated alternative independently within 60 seconds, on 4 of 5 consecutive observed denied requests, as measured by latency recording collected daily, 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.