Stop a power chair at a stop cue
When to use this goal
For young children learning power mobility in a power wheelchair or a ride-on power device who can start and steer but are slow to stop when a person or an edge appears. Observed responses in practice sessions, not age, decide fit.
- Baseline
- Time 10 stop cues across two sessions from the start of the cue to the chair being fully still, and record any stop the adult had to make with the attendant switch. Use the median for the baseline. Note whether spoken, signed or visual cues work best.
- Tips
- Early power mobility gives young children a way to explore and join peers; stopping on cue is the safety skill that lets the team widen where they drive. Keep the attendant stop switch in reach of an adult during every session. Use the same stop cue across home and school.
- Limits
- Not for a child whose access method (switch, head array) still needs fitting; that comes first. Latency does not show steering; pair with a steering or route template. Driving outside supervised areas is a team decision based on more than this goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-mob-006.
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Goal
By the annual IEP review date, when an adult gives the stop cue (the word stop, a raised hand, or a stop sign) while the student drives in the gym or hallway, the student will release the joystick or switch and bring the chair to a full stop with no added cue within 2 seconds, on 3 consecutive practice sessions, as measured by latency recording collected at each power mobility session.
Baseline: 5 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 Functional Mobility.
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
- Motor & Sensory Skills (OT, PT & Adapted PE) - Functional Mobility
- Baseline
- 5 seconds.
- Annual goal388 characters
- By the annual IEP review date, when an adult gives the stop cue (the word stop, a raised hand, or a stop sign) while the student drives in the gym or hallway, the student will release the joystick or switch and bring the chair to a full stop with no added cue within 2 seconds, on 3 consecutive practice sessions, as measured by latency recording collected at each power mobility session.
- Timeframe
- By the annual IEP review date
- Condition
- When an adult gives the stop cue (the word stop, a raised hand, or a stop sign) while the student drives in the gym or hallway
- Behavior
- The student will release the joystick or switch and bring the chair to a full stop with no added cue
- Criteria
- Within 2 seconds, on 3 consecutive practice sessions
- Evaluation method
- Latency recording
- Schedule
- At each power mobility session
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:
- on 3 consecutive practice sessions
- Collection schedule:
- at each power mobility session
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when an adult gives the stop cue (the word stop, a raised hand, or a stop sign) while the student drives in the gym or hallway, the student will release the joystick or switch and bring the chair to a full stop with no added cue within 2 seconds, on 3 consecutive practice sessions, as measured by latency recording collected at each power mobility session.
| 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.