Wait for a pause before speaking
When to use this goal
For upper elementary students who talk over peers in small-group work or conversations. Present levels decide fit. The strategy is noticing when the speaker finishes (a pause, a question, a look around) before starting.
- Baseline
- In 10-minute samples, count each time the student started to speak and whether a peer was still talking. 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
- Count each time the student starts speaking as one opportunity. Short overlaps in lively talk are normal; define what counts as talking over. Teach what a pause looks and sounds like.
- Limits
- Group energy varies. Conversation turn-taking also links to pragmatic language goals.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ic-019.
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Goal
By the annual IEP review date, during small-group work with three or four peers, the student will wait until the speaker finishes and there is a pause, then speak independently in at least 8 of 10 opportunities, on 4 of 5 observed days, as measured by frequency recording collected three times a week.
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. Frequency (event) 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 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
- 3 of 10 opportunities.
- Annual goal301 characters
- By the annual IEP review date, during small-group work with three or four peers, the student will wait until the speaker finishes and there is a pause, then speak independently in at least 8 of 10 opportunities, on 4 of 5 observed days, as measured by frequency recording collected three times a week.
- Timeframe
- By the annual IEP review date
- Condition
- During small-group work with three or four peers
- Behavior
- The student will wait until the speaker finishes and there is a pause, then speak independently
- Criteria
- In at least 8 of 10 opportunities, on 4 of 5 observed days
- Evaluation method
- Frequency recording
- Schedule
- Three times a week
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:
- on 4 of 5 observed days
- Collection schedule:
- three times a week
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during small-group work with three or four peers, the student will wait until the speaker finishes and there is a pause, then speak independently in at least 8 of 10 opportunities, on 4 of 5 observed days, as measured by frequency recording collected three times a week.
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.