Put on headphones after a sudden loud sound
When to use this goal
For young students who become very upset at sudden sounds (a vacuum, hand dryer, alarm test or a dropped tray) and freeze or run instead of reaching for their headphones. Present levels decide fit.
- Baseline
- Log sudden sounds for two weeks with the time from the sound to the headphones being on. Note the sounds that happen most; some can be prevented (turning off a hand dryer).
- Tips
- Keep headphones within arm's reach at all times. Prevent sudden sounds where possible: warn about alarm tests, use quieter dryers.
- Limits
- Sudden sounds are unpredictable, so data is irregular. The goal does not cover fire drills, which need a drill plan.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID mt-sen-037.
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Goal
By the annual IEP review date, when a sudden loud sound happens in the classroom or hallway, the student will reach for their headphones and put them on, or move to the quiet spot in the plan with no adult prompts within 10 seconds, across 3 consecutive weeks, as measured by latency recording collected whenever a sudden sound occurs, logged daily.
Baseline: 60 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
- 60 seconds.
- Annual goal349 characters
- By the annual IEP review date, when a sudden loud sound happens in the classroom or hallway, the student will reach for their headphones and put them on, or move to the quiet spot in the plan with no adult prompts within 10 seconds, across 3 consecutive weeks, as measured by latency recording collected whenever a sudden sound occurs, logged daily.
- Timeframe
- By the annual IEP review date
- Condition
- When a sudden loud sound happens in the classroom or hallway
- Behavior
- The student will reach for their headphones and put them on, or move to the quiet spot in the plan with no adult prompts
- Criteria
- Within 10 seconds, across 3 consecutive weeks
- Evaluation method
- Latency recording
- Schedule
- Whenever a sudden sound occurs, logged daily
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 10 seconds
- Mastery rule:
- across 3 consecutive weeks
- Collection schedule:
- whenever a sudden sound occurs, logged daily
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when a sudden loud sound happens in the classroom or hallway, the student will reach for their headphones and put them on, or move to the quiet spot in the plan with no adult prompts within 10 seconds, across 3 consecutive weeks, as measured by latency recording collected whenever a sudden sound occurs, logged daily.
| 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.