Reduce comments without a turn at group time
When to use this goal
For primary students who make many comments without a turn during group lessons, which interrupts teaching and peers. Base the choice on event counts. Pair with a turn strategy (a talking object or a save-it card, ef-ic-013) so the student has a way to share ideas; the goal never targets zero comments.
- Baseline
- Count comments without a turn in the same group lesson on 5 days, and note what the comments were (on-topic ideas, questions, jokes). 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. Look at when and why the impulsive response happens (excitement, wanting a turn, wanting to be first, avoiding a wait) and adjust the setting too: shorter waits, more turns, and quick acknowledgment of the student's ideas.
- Tips
- Pair with ef-ic-013 so the student learns where ideas go. On-topic enthusiasm is welcome; build in more turns. Count in one lesson type so data compare across days.
- Limits
- A low count can hide a student who has stopped sharing; also count turns the student takes. Not about hand raising.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ic-007.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a 20-minute whole-group lesson on the carpet, with a talking object passed for turns, the student will reduce making comments without a turn (speaking out while another person has the talking object or the floor, as defined in the plan) to no more than 3 times per 20-minute group lesson, using a save-it card to hold ideas until a turn, on 4 of 5 consecutive school days, as measured by frequency recording collected daily in one group lesson.
Baseline: 12 times per 20-minute group lesson.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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
- 12 times per 20-minute group lesson.
- Annual goal482 characters
- By the annual IEP review date, during a 20-minute whole-group lesson on the carpet, with a talking object passed for turns, the student will reduce making comments without a turn (speaking out while another person has the talking object or the floor, as defined in the plan) to no more than 3 times per 20-minute group lesson, using a save-it card to hold ideas until a turn, on 4 of 5 consecutive school days, as measured by frequency recording collected daily in one group lesson.
- Timeframe
- By the annual IEP review date
- Condition
- During a 20-minute whole-group lesson on the carpet, with a talking object passed for turns
- Behavior
- The student will reduce making comments without a turn (speaking out while another person has the talking object or the floor, as defined in the plan), using a save-it card to hold ideas until a turn
- Criteria
- No more than 3 times per 20-minute group lesson, on 4 of 5 consecutive school days
- Evaluation method
- Frequency recording
- Schedule
- Daily in one group lesson
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- no more than 3 times per 20-minute group lesson
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- daily in one group lesson
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 20-minute whole-group lesson on the carpet, with a talking object passed for turns, the student will reduce making comments without a turn (speaking out while another person has the talking object or the floor, as defined in the plan) to no more than 3 times per 20-minute group lesson, using a save-it card to hold ideas until a turn, on 4 of 5 consecutive school days, as measured by frequency recording collected daily in one group lesson.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 20-minute group lesson.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.