Freeze when the music stops in a game
When to use this goal
For preschool students who keep moving, grabbing, or running after a stop signal in play, and who are ready to practice stopping in a fun, low-stakes game. Present levels decide fit. Stop games are practice for inhibition; real safety stops belong in safety-behavior goals.
- Baseline
- Time 10 or more stops across two or three games from the cue to the moment the student stops moving. Write an operational definition first (what counts as the impulsive response and what counts as using the strategy), and teach and practice the strategy before measuring it.
- Tips
- Keep it a game: the student wins by freezing, never loses a turn. Stopping counts when the feet and hands stop; wobbling is fine. Move the skill into daily routines (cleanup songs, transitions) once it is steady.
- Limits
- Practice games do not show stopping when the student is excited by something real. Not a safety goal; running toward danger is covered in safety-behavior.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ic-001.
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Goal
By the annual IEP review date, during a movement game when the music stops, the student will stop moving and hold a freeze pose independently within 2 seconds, on 4 of 5 consecutive sessions, as measured by latency recording collected three times a week, timing five stops per game.
Baseline: 6 seconds.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 to review
Review: Unit fits the behavior. Latency measures how quickly a response starts. The behavior should describe starting or responding.
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
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 Impulse Control & Inhibition.
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 - Impulse Control & Inhibition
- Baseline
- 6 seconds.
- Annual goal282 characters
- By the annual IEP review date, during a movement game when the music stops, the student will stop moving and hold a freeze pose independently within 2 seconds, on 4 of 5 consecutive sessions, as measured by latency recording collected three times a week, timing five stops per game.
- Timeframe
- By the annual IEP review date
- Condition
- During a movement game when the music stops
- Behavior
- The student will stop moving and hold a freeze pose independently
- Criteria
- Within 2 seconds, on 4 of 5 consecutive sessions
- Evaluation method
- Latency recording
- Schedule
- Three times a week, timing five stops per game
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 2 seconds
- Mastery rule:
- on 4 of 5 consecutive sessions
- Collection schedule:
- three times a week, timing five stops per game
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, during a movement game when the music stops, the student will stop moving and hold a freeze pose independently within 2 seconds, on 4 of 5 consecutive sessions, as measured by latency recording collected three times a week, timing five stops per game.
| 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.