Leave the swing when the timer ends
When to use this goal
For young children who use the swing or other movement equipment for regulation and become very upset when the turn ends. Present levels and the OT's plan decide fit; the movement time itself is protected.
- Baseline
- Time five turn endings, from the timer to the child stepping off, and note what helped (a warning, a preferred next activity). Check that the turn length meets the child's needs.
- Tips
- Make the next activity clear and appealing. Never shorten swing time because a transition was hard; adjust warnings instead.
- Limits
- Latency does not show whether the child received enough movement. Some days need longer turns.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sen-031.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when the visual timer ends a turn on the swing in the sensory room or playground, the student will get off the swing and walk to the next activity shown on the first-then board with no adult prompts within 30 seconds, on 4 of 5 observed days, as measured by latency recording collected daily during sensory room or playground time.
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 Sensory Processing & Regulation.
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) - Sensory Processing & Regulation
- Baseline
- 120 seconds.
- Annual goal362 characters
- By the annual IEP review date, when the visual timer ends a turn on the swing in the sensory room or playground, the student will get off the swing and walk to the next activity shown on the first-then board with no adult prompts within 30 seconds, on 4 of 5 observed days, as measured by latency recording collected daily during sensory room or playground time.
- Timeframe
- By the annual IEP review date
- Condition
- When the visual timer ends a turn on the swing in the sensory room or playground
- Behavior
- The student will get off the swing and walk to the next activity shown on the first-then board with no adult prompts
- Criteria
- Within 30 seconds, on 4 of 5 observed days
- Evaluation method
- Latency recording
- Schedule
- Daily during sensory room or playground time
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 30 seconds
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- daily during sensory room or playground time
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when the visual timer ends a turn on the swing in the sensory room or playground, the student will get off the swing and walk to the next activity shown on the first-then board with no adult prompts within 30 seconds, on 4 of 5 observed days, as measured by latency recording collected daily during sensory room or playground time.
| 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.