Begin a non-preferred task shown on a first-then board
When to use this goal
For students whose present levels show refusal or long delays specifically on non-preferred tasks, while preferred tasks start readily. The first-then board should already be familiar. The task must be within the student's ability.
- Baseline
- List the tasks the student usually refuses or delays and time latency on each with the board in use. Compare with latency on preferred tasks to confirm the gap is about preference, not ability. Use the median per task type.
- Tips
- Present the board, state the sequence once, and start timing when the statement ends. Reference the then activity at most once during the window. Keep the preferred activity meaningful but brief, and let the student choose it when possible.
- Limits
- The first-then board is a support; plan how it fades or stays as an accommodation. Latency may vary with how much the student wants the then activity that day.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ti-013.
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Goal
By the annual IEP review date, when a non-preferred task is shown as the first item on a first-then board, the student will begin the non-preferred task by making a first response with the first-then board shown once within 60 seconds, on 4 of 5 consecutive observed tasks, as measured by latency recording collected daily on targeted tasks.
Baseline: 300 seconds.
- 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. Latency fits this behavior.
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 Task Initiation.
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 - Task Initiation
- Baseline
- 300 seconds.
- Annual goal341 characters
- By the annual IEP review date, when a non-preferred task is shown as the first item on a first-then board, the student will begin the non-preferred task by making a first response with the first-then board shown once within 60 seconds, on 4 of 5 consecutive observed tasks, as measured by latency recording collected daily on targeted tasks.
- Timeframe
- By the annual IEP review date
- Condition
- When a non-preferred task is shown as the first item on a first-then board
- Behavior
- The student will begin the non-preferred task by making a first response with the first-then board shown once
- Criteria
- Within 60 seconds, on 4 of 5 consecutive observed tasks
- Evaluation method
- Latency recording
- Schedule
- Daily on targeted tasks
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 60 seconds
- Mastery rule:
- on 4 of 5 consecutive observed tasks
- Collection schedule:
- daily on targeted tasks
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when a non-preferred task is shown as the first item on a first-then board, the student will begin the non-preferred task by making a first response with the first-then board shown once within 60 seconds, on 4 of 5 consecutive observed tasks, as measured by latency recording collected daily on targeted tasks.
| 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.