Freeze and put materials down on the signal
When to use this goal
For primary students who keep building, drawing, or talking long after the class stop signal, missing the next direction. Present levels decide fit. The class signal (a chime, a call-and-response) is the cue.
- Baseline
- Time 10 or more signals from the cue to materials down, noting the activity. 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
- Give a short warning before the stop when possible. Timing stops when materials are down. Let the student return to the activity after the direction when the plan allows.
- Limits
- Preferred activities are harder; report them separately. Not a safety stop.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ic-008.
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Goal
By the annual IEP review date, when the class stop signal is given during hands-on work, the student will stop the activity and put their materials down on the table independently within 5 seconds, on 4 of 5 consecutive school days, as measured by latency recording collected at three signals a day, four days a week.
Baseline: 20 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
- 20 seconds.
- Annual goal317 characters
- By the annual IEP review date, when the class stop signal is given during hands-on work, the student will stop the activity and put their materials down on the table independently within 5 seconds, on 4 of 5 consecutive school days, as measured by latency recording collected at three signals a day, four days a week.
- Timeframe
- By the annual IEP review date
- Condition
- When the class stop signal is given during hands-on work
- Behavior
- The student will stop the activity and put their materials down on the table independently
- Criteria
- Within 5 seconds, on 4 of 5 consecutive school days
- Evaluation method
- Latency recording
- Schedule
- At three signals a day, four days a week
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 5 seconds
- Mastery rule:
- on 4 of 5 consecutive school days
- Collection schedule:
- at three signals a day, four days a week
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when the class stop signal is given during hands-on work, the student will stop the activity and put their materials down on the table independently within 5 seconds, on 4 of 5 consecutive school days, as measured by latency recording collected at three signals a day, four days a week.
| 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.