Respond when name is called
When to use this goal
Fits young children who do not pause, turn, or respond in any way when an adult calls their name from a short distance, which blocks every other classroom direction. Base the choice on observation and hearing screening results; rule out hearing loss first.
- Baseline
- Run 5 trials a day for 3 days during play, with the name said once at a normal volume. Record whether the child responded within 3 seconds and what they were doing; a preferred toy lowers responding for most children.
- Tips
- Say the name once and wait; repeating it teaches the child to wait for the third call. Follow every response with something the child likes (a smile, a toy, a tickle) so responding pays off. Any response counts; don't require eye contact. Vary the adult and the distance once responding is steady.
- Limits
- Responding during planned trials may not match responding when absorbed in play; the condition options move toward harder settings. Hearing must be checked before this goal is written.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-pk-003.
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Goal
By the annual IEP review date, when an adult calls the child's name once from within 3 feet during play, the student will respond in a way that shows they heard (pausing, turning toward the adult, vocalizing, signing, or a device message) within 3 seconds independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily, five planned trials.
Baseline: 1 of 5 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. Opportunity (trial) 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 Preschool & Kindergarten Readiness.
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 - Preschool & Kindergarten Readiness
- Baseline
- 1 of 5 opportunities.
- Annual goal431 characters
- By the annual IEP review date, when an adult calls the child's name once from within 3 feet during play, the student will respond in a way that shows they heard (pausing, turning toward the adult, vocalizing, signing, or a device message) within 3 seconds independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily, five planned trials.
- Timeframe
- By the annual IEP review date
- Condition
- When an adult calls the child's name once from within 3 feet during play
- Behavior
- The student will respond in a way that shows they heard (pausing, turning toward the adult, vocalizing, signing, or a device message) within 3 seconds independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily, five planned trials
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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- daily, five planned trials
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when an adult calls the child's name once from within 3 feet during play, the student will respond in a way that shows they heard (pausing, turning toward the adult, vocalizing, signing, or a device message) within 3 seconds independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily, five planned trials.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.