End a preferred activity when the timer sounds
When to use this goal
For students who hand over a tablet, game, or toy only after repeated requests or an adult removing it. Baseline data on which activities are hardest to end decide the starting condition; begin with a moderately preferred activity rather than the most preferred one.
- Baseline
- Record 5 endings per day for 3 days: whether the student stopped within 30 seconds of the timer without an adult touching the item, how long it took, and whether the activity was a tablet, a toy, or a physical activity. Items in hand are usually harder to give up than activities that stop on their own.
- Tips
- Define success in writing: the item is put away within 30 seconds of the timer with no adult touching it. Schedule the next activity so it is predictable; the first-then card shows what comes next. Keep the timer visible from the start of the activity.
- Limits
- Opportunities per day depend on how often preferred activities are scheduled. If ending the activity leads to unsafe behavior, a behavior support plan should accompany the goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-rt-017.
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Goal
By the annual IEP review date, when a visual timer sounds at the end of a scheduled tablet or free-choice period, the student will stop the activity and put the item away or hand it to the adult independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily across the first five timed activities.
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 Functional Routines.
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 - Functional Routines
- Baseline
- 1 of 5 opportunities.
- Annual goal388 characters
- By the annual IEP review date, when a visual timer sounds at the end of a scheduled tablet or free-choice period, the student will stop the activity and put the item away or hand it to the adult independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily across the first five timed activities.
- Timeframe
- By the annual IEP review date
- Condition
- When a visual timer sounds at the end of a scheduled tablet or free-choice period
- Behavior
- The student will stop the activity and put the item away or hand it to the adult independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily across the first five timed activities
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 across the first five timed activities
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a visual timer sounds at the end of a scheduled tablet or free-choice period, the student will stop the activity and put the item away or hand it to the adult independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily across the first five timed activities.
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.