Stop a preferred activity and move to the next one when told
When to use this goal
For students for whom ending a preferred activity (tablet, blocks, recess) triggers refusal or distress and long delays. Base the choice on timed observation. Transition warnings and visuals are part of the condition, not a crutch.
- Baseline
- Time 5 or more transitions from the end signal to the moment the student has stopped and is moving to the next activity. Note which activities are hardest to end and whether the next activity is preferred or not. Record what the adult did during the delay.
- Tips
- Latency starts at the end signal and stops when the student has stopped the activity and started moving to the next one. Protest statements ("I don't want to") are not errors if the student still moves. Always give the warning; the goal measures the response after a fair warning. Make sure the preferred activity returns later and the schedule shows when.
- Limits
- The next activity's appeal drives much of the variation; record it. Adults who negotiate during the delay change the measure; agree on a script. Does not measure the quality of the transition behavior beyond moving (see transition goals for routines).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-008.
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Goal
By the annual IEP review date, after a 2-minute warning and the end signal for a preferred activity, the student will stop the activity, put the materials away or hand them over, and begin moving to the next activity independently within 60 seconds, on 4 of 5 consecutive transitions, as measured by latency recording collected daily at the hardest transition.
Baseline: 240 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 Emotional 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
- Social-Emotional & Communication - Emotional Regulation
- Baseline
- 240 seconds.
- Annual goal360 characters
- By the annual IEP review date, after a 2-minute warning and the end signal for a preferred activity, the student will stop the activity, put the materials away or hand them over, and begin moving to the next activity independently within 60 seconds, on 4 of 5 consecutive transitions, as measured by latency recording collected daily at the hardest transition.
- Timeframe
- By the annual IEP review date
- Condition
- After a 2-minute warning and the end signal for a preferred activity
- Behavior
- The student will stop the activity, put the materials away or hand them over, and begin moving to the next activity independently
- Criteria
- Within 60 seconds, on 4 of 5 consecutive transitions
- Evaluation method
- Latency recording
- Schedule
- Daily at the hardest transition
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 60 seconds
- Mastery rule:
- on 4 of 5 consecutive transitions
- Collection schedule:
- daily at the hardest transition
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, after a 2-minute warning and the end signal for a preferred activity, the student will stop the activity, put the materials away or hand them over, and begin moving to the next activity independently within 60 seconds, on 4 of 5 consecutive transitions, as measured by latency recording collected daily at the hardest transition.
| 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.