Close a preferred activity after the last warning
When to use this goal
For elementary students who keep playing a preferred game, device, or building activity long after the end of time is called. Present levels decide fit, not grade. Use when the student already gets a warning system and still takes a long time to stop.
- Baseline
- Define the final warning (such as "Time's up" with the all-done sign) and use it the same way every time. Start the stopwatch when the cue ends and stop it when the student takes the first step toward the next place or activity. Record at least 5 transitions over 3 or more days, and note the activity being left, since leaving a preferred activity usually takes longer.
- Tips
- A save-my-spot card (a photo of the build or a bookmark in the game) shows the activity is paused, not lost. Keep warnings consistent: one at two minutes and a final one. Never take the activity away for the rest of the day as a consequence; that makes the next ending harder.
- Limits
- Measures how fast the student starts to stop. Device transitions in older students are covered under cognitive flexibility. Strong upset at endings needs an emotional regulation plan too.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID fn-st-010.
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Goal
By the annual IEP review date, when the final warning ends a preferred activity such as tablet time or building, the student will begin putting the preferred activity away independently within 20 seconds, on 4 of 5 observed days, as measured by latency recording collected daily, every preferred activity ending.
Baseline: 120 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 Transitions Between Activities.
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 - Transitions Between Activities
- Baseline
- 120 seconds.
- Annual goal312 characters
- By the annual IEP review date, when the final warning ends a preferred activity such as tablet time or building, the student will begin putting the preferred activity away independently within 20 seconds, on 4 of 5 observed days, as measured by latency recording collected daily, every preferred activity ending.
- Timeframe
- By the annual IEP review date
- Condition
- When the final warning ends a preferred activity such as tablet time or building
- Behavior
- The student will begin putting the preferred activity away independently
- Criteria
- Within 20 seconds, on 4 of 5 observed days
- Evaluation method
- Latency recording
- Schedule
- Daily, every preferred activity ending
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 20 seconds
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- daily, every preferred activity ending
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when the final warning ends a preferred activity such as tablet time or building, the student will begin putting the preferred activity away independently within 20 seconds, on 4 of 5 observed days, as measured by latency recording collected daily, every preferred activity ending.
| 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.