Stop moving when an adult says stop
When to use this goal
For young students who keep going when an adult calls stop, which makes every parking lot, playground edge, and street crossing unsafe. Base the choice on latency data from planned trials and present levels in responding to own name; this is the foundation for every other community safety goal.
- Baseline
- Run 5 planned trials a day for 3 days in safe places and time from the end of the word stop to the student standing still. Record trials where the student did not stop at all as the maximum time and note them. Vary who gives the cue.
- Tips
- Practice in safe settings and games (red light, green light) before relying on it near traffic. Use the same word and tone across staff and family. Praise every stop immediately. Once latency is short, add distance and distractions.
- Limits
- A student who stops in practice may not stop when excited or running toward something; keep an adult within reach in real settings until data hold across conditions. Not a substitute for a behavior plan for elopement.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-cs-020.
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Goal
By the annual IEP review date, when an adult says stop while the student is walking in the hallway, playground, or classroom during planned trials, the student will stop moving and stand still independently within 2 seconds, in 4 of 5 trials across 3 consecutive data collection days, as measured by latency recording collected daily, five planned trials.
Baseline: 8 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 Community & Safety Skills.
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
- Functional & Independence Skills - Community & Safety Skills
- Baseline
- 8 seconds.
- Annual goal355 characters
- By the annual IEP review date, when an adult says stop while the student is walking in the hallway, playground, or classroom during planned trials, the student will stop moving and stand still independently within 2 seconds, in 4 of 5 trials across 3 consecutive data collection days, as measured by latency recording collected daily, five planned trials.
- Timeframe
- By the annual IEP review date
- Condition
- When an adult says stop while the student is walking in the hallway, playground, or classroom during planned trials
- Behavior
- The student will stop moving and stand still independently
- Criteria
- Within 2 seconds, in 4 of 5 trials across 3 consecutive data collection days
- Evaluation method
- Latency recording
- Schedule
- Daily, five planned trials
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 2 seconds
- Mastery rule:
- in 4 of 5 trials across 3 consecutive data collection days
- Collection schedule:
- daily, five planned trials
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when an adult says stop while the student is walking in the hallway, playground, or classroom during planned trials, the student will stop moving and stand still independently within 2 seconds, in 4 of 5 trials across 3 consecutive data collection days, as measured by latency recording collected daily, five planned trials.
| 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.