Stop a video game when the timer ends
When to use this goal
For students who love video games or videos and protest, bargain, or keep playing for a long time after an agreed time ends, which leads to conflict at school and home. Base the choice on timed observation and family report. The time limit is set with the student and family first.
- Baseline
- Time 5 or more endings from the timer to the student starting to save or put the device away. Note the game, whether a save point was near, and what the adult said.
- Tips
- Games without save points make stopping harder; let the student finish the round or reach a save point within a short agreed time. Timing stops when the student starts saving or puts the device down. Keep the next activity predictable.
- Limits
- Home data depend on the family; keep the reporting light. Not a measure of total screen time.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-lei-017.
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Goal
By the annual IEP review date, when the agreed timer for gaming or video time ends, after a two-minute warning, the student will begin saving or pausing the game and hand over or put away the device independently within 60 seconds, on 4 of 5 consecutive sessions, as measured by latency recording collected daily at school breaks, with family reports twice weekly.
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 Leisure & Recreation.
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 - Leisure & Recreation
- Baseline
- 300 seconds.
- Annual goal364 characters
- By the annual IEP review date, when the agreed timer for gaming or video time ends, after a two-minute warning, the student will begin saving or pausing the game and hand over or put away the device independently within 60 seconds, on 4 of 5 consecutive sessions, as measured by latency recording collected daily at school breaks, with family reports twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When the agreed timer for gaming or video time ends, after a two-minute warning
- Behavior
- The student will begin saving or pausing the game and hand over or put away the device independently
- Criteria
- Within 60 seconds, on 4 of 5 consecutive sessions
- Evaluation method
- Latency recording
- Schedule
- Daily at school breaks, with family reports 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 60 seconds
- Mastery rule:
- on 4 of 5 consecutive sessions
- Collection schedule:
- daily at school breaks, with family reports twice weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when the agreed timer for gaming or video time ends, after a two-minute warning, the student will begin saving or pausing the game and hand over or put away the device independently within 60 seconds, on 4 of 5 consecutive sessions, as measured by latency recording collected daily at school breaks, with family reports 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.