Move to the next task on the list after finishing one
When to use this goal
For students who stop after each finished task and wait for an adult to say what is next, even when a task list is in front of them. For students who can read or follow a picture list.
- Baseline
- Time from the moment one task is finished (last item done or paper placed in the tray) to the first response on the next. Collect at least five changes across different days. Note whether the student looks at the list, asks what is next, or does something else.
- Tips
- Teach the student to check off the finished task before moving on; the check mark is a natural cue. Keep lists short and in task order. If the student finishes and then asks what is next, score the latency to the first response after the answer and mark it prompted.
- Limits
- Only applies when a list exists; without one, waiting is reasonable. Students may rush the first task to get to a preferred second one; check quality.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ti-014.
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Goal
By the annual IEP review date, after finishing one task on a written task list during a work period, the student will begin the next listed task by making a first response independently within 45 seconds, on 4 of 5 consecutive observed task changes, as measured by latency recording collected twice weekly.
Baseline: 180 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
- 180 seconds.
- Annual goal306 characters
- By the annual IEP review date, after finishing one task on a written task list during a work period, the student will begin the next listed task by making a first response independently within 45 seconds, on 4 of 5 consecutive observed task changes, as measured by latency recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- After finishing one task on a written task list during a work period
- Behavior
- The student will begin the next listed task by making a first response independently
- Criteria
- Within 45 seconds, on 4 of 5 consecutive observed task changes
- Evaluation method
- Latency recording
- Schedule
- Twice weekly
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 45 seconds
- Mastery rule:
- on 4 of 5 consecutive observed task changes
- Collection schedule:
- twice weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, after finishing one task on a written task list during a work period, the student will begin the next listed task by making a first response independently within 45 seconds, on 4 of 5 consecutive observed task changes, as measured by latency recording collected twice weekly.
| 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.