Respond when their name is called
When to use this goal
For students who do not respond when an adult or peer calls their name, so that directions, warnings, and invitations are missed. Base the choice on hearing screening results and observation. The response can be turning, pausing, answering, or a device message; eye contact is not required.
- Baseline
- Confirm hearing is screened. Over 2 or 3 days, record 10 name calls per day spread across activities (not clustered), noting the activity, who called, the distance, and the response. Responses are usually best during low-interest activities; note the pattern.
- Tips
- Score correct when any clear response occurs within 5 seconds of the first call: pausing and turning, a vocal answer, a sign, or a device message. Follow each response with something worth responding to (a preferred item, a fun comment) so responding pays off; avoid calling the name only for demands. Spread opportunities across the day so the skill generalizes. Do not score eye contact.
- Limits
- Responding to name is strongly affected by interest in the current activity and background noise; record both. High trial counts in one sitting become drills; keep them natural. This goal does not address following the direction that comes after the name.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-com-010.
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Goal
By the annual IEP review date, when a familiar adult says their name once from within 6 feet during play or centers, the student will respond to their name within 5 seconds by pausing their activity and turning, answering ("what?", "yes"), or selecting a response on their device independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily, 10 opportunities spread across the day.
Baseline: 2 of 10 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 Communication.
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
- Social-Emotional & Communication - Functional Communication
- Baseline
- 2 of 10 opportunities.
- Annual goal475 characters
- By the annual IEP review date, when a familiar adult says their name once from within 6 feet during play or centers, the student will respond to their name within 5 seconds by pausing their activity and turning, answering ("what?", "yes"), or selecting a response on their device independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily, 10 opportunities spread across the day.
- Timeframe
- By the annual IEP review date
- Condition
- When a familiar adult says their name once from within 6 feet during play or centers
- Behavior
- The student will respond to their name within 5 seconds by pausing their activity and turning, answering ("what?", "yes"), or selecting a response on their device independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily, 10 opportunities spread across the day
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 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- daily, 10 opportunities spread across the day
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a familiar adult says their name once from within 6 feet during play or centers, the student will respond to their name within 5 seconds by pausing their activity and turning, answering ("what?", "yes"), or selecting a response on their device independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily, 10 opportunities spread across the day.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.