Get a listener's attention before delivering a message
When to use this goal
For students whose messages go unheard because they speak or activate their device while the listener is turned away or talking to someone else. Base the choice on observation across partners. Attention-getting can be a name, a tap, "excuse me," or an attention message on the device.
- Baseline
- Observe 5 or more messages directed to a busy or turned-away listener and record whether the student got attention first, delivered the message anyway, or gave up. Note which attention-getting forms the student can already produce and whether the device has an attention message that is easy to reach.
- Tips
- An opportunity begins when the student wants to communicate with someone who is not attending (shown by moving toward them, starting to talk, or activating the device). Score correct when an attention-getting act occurs before the message and the student waits for the listener's response (a turn, a "yes?") before continuing. Listeners should respond promptly when attention is requested. Tapping should be taught as gentle and on the arm.
- Limits
- Opportunities depend on the listener being busy, which is hard to observe consistently; planned practice supplies most data. Some students get attention but then forget the message; pair with message planning if so. Not a goal about eye contact.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-com-012.
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Goal
By the annual IEP review date, when they want to communicate with a person who is not looking at them or is talking to someone else, the student will get the listener's attention first (say their name, say "excuse me," tap their arm, or play an attention message) and then deliver the message once the listener responds independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 1 of 5 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
- 1 of 5 opportunities.
- Annual goal481 characters
- By the annual IEP review date, when they want to communicate with a person who is not looking at them or is talking to someone else, the student will get the listener's attention first (say their name, say "excuse me," tap their arm, or play an attention message) and then deliver the message once the listener responds independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When they want to communicate with a person who is not looking at them or is talking to someone else
- Behavior
- The student will get the listener's attention first (say their name, say "excuse me," tap their arm, or play an attention message) and then deliver the message once the listener responds independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when they want to communicate with a person who is not looking at them or is talking to someone else, the student will get the listener's attention first (say their name, say "excuse me," tap their arm, or play an attention message) and then deliver the message once the listener responds independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected twice weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.