Wait for a preferred item or activity using a waiting strategy
Live goal preview
By the annual IEP review date, when a preferred item or activity is delayed (e.g., "computer in a few minutes"), the student will wait for the item or activity while using a waiting strategy (e.g., holding a wait card, counting, using a fidget, looking at a book) independently for at least 5 minutes, across 3 consecutive data collection days, as measured by duration recording collected daily.
Baseline: 1 minutes.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 10 met
All structural checks are met.
Met: Observable behavior. The behavior is stated as an action.
Met: Condition. The goal states when or under what conditions the behavior occurs.
Met: Unit fits the behavior. Duration is a reasonable way to quantify this behavior.
Met: Explicit criterion. The success criterion is stated with a number and unit.
Met: Mastery rule and schedule. Mastery rule and collection schedule are stated.
Met: Method produces the metric. Duration recording can produce duration data.
Met: Review timeframe. The goal includes a timeframe.
Met: Baseline and target compatible. Baseline and target use the same unit and show change in the intended direction.
Met: Aligned with area of need. The wording still relates to Emotional Regulation.
Met: Level of support. The level of support is defined.
What this checks: the goal's structure and wording, using fixed rules: observable behavior, condition, criterion, method, mastery rule, timeframe, baseline/target consistency, and support. It can't judge whether the goal is appropriate, ambitious enough, or legally sufficient for a particular student. That requires assessment data and the IEP team.
About this template
- Level guidance
- For students for whom waiting (for a turn, a preferred item, or the next activity) often leads to distress. Present levels and timed observation, not grade, decide fit. Start the target near the student's current successful wait time.
- Baseline considerations
- Time several natural and planned waits from when the delay is announced until the student leaves the area, takes the item, or shows the distress behaviors defined in their plan. The longest wait the student managed in most trials is a good starting point.
- Usage notes
- Timing starts when the delay is announced and stops when the wait ends successfully or when a distress behavior defined in the student's plan occurs. Movement, vocalizing, and stimming while waiting are acceptable and should not stop the timer. Always deliver the item or activity at the end of a successful wait.
- Known limitations
- Waits are only fair if the promised item or activity actually follows. Duration targets should grow gradually; a jump that's too large can lead to more distress. Does not measure waiting for non-preferred activities.
- Source
- Original IEP Atlas draft (AI-assisted) based on general measurement principles; not copied from any goal bank. Template ID
se-er-005.
Short-term objectives (optional)
When are objectives required?Federal IDEA regulations require benchmarks or short-term objectives only for students who take alternate assessments aligned to alternate academic achievement standards (34 CFR §300.320(a)(2)(ii)). Your state or district may require them more broadly.
Matching data sheet
Duration tracker. Your goal measures how long a behavior lasts, so the sheet records start and end times.
Duration tracker
Duration- Student label:
- Target:
- for at least 5 minutes
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- daily
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, when a preferred item or activity is delayed (e.g., "computer in a few minutes"), the student will wait for the item or activity while using a waiting strategy (e.g., holding a wait card, counting, using a fidget, looking at a book) independently for at least 5 minutes, across 3 consecutive data collection days, as measured by duration recording collected daily.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at least the target (5 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets with formulas for the calculated columns. Sheets are blank: IEP Atlas doesn't store student data.