Follow a one-step direction during play or routines
When to use this goal
For young children who do not act on simple directions (come here, put it in, sit down) unless physically guided. Check hearing and receptive language first. Present levels decide which directions to probe.
- Baseline
- Probe ten familiar one-step directions across play and routines, given once with the child's attention. Record whether the child acted within 10 seconds and whether a gesture was present. Compare directions with and without gestures; a large gap suggests a language need to share with the speech-language pathologist.
- Tips
- Get the child's attention first (say the name, wait for orientation). Give the direction once in simple words. Score met when the action starts within 10 seconds without further prompting. Keep a list of probe directions so vocabulary stays familiar.
- Limits
- Many one-step directions are also tests of vocabulary; use words the child already responds to. Refusal looks like not following; note protest separately.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-dir-006.
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Goal
By the annual IEP review date, when given a one-step direction with familiar words during play, the student will carry out the direction within 10 seconds without a repetition in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 3 of 10 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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 Following Multi-Step Directions.
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 - Following Multi-Step Directions
- Baseline
- 3 of 10 opportunities.
- Annual goal312 characters
- By the annual IEP review date, when given a one-step direction with familiar words during play, the student will carry out the direction within 10 seconds without a repetition in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When given a one-step direction with familiar words during play
- Behavior
- The student will carry out the direction within 10 seconds without a repetition
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when given a one-step direction with familiar words during play, the student will carry out the direction within 10 seconds without a repetition in at least 8 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.