Remain in a non-preferred activity using a strategy
When to use this goal
For students who leave, refuse, or escalate within minutes of starting a non-preferred activity. Base the choice on timed observation. The strategy (fidget, timer, first-then, a short planned break) is chosen with the student. Differs from sustained attention goals in that the trigger is dislike, not distraction.
- Baseline
- Time the student in 3 or more non-preferred activities from the start until they leave the area, refuse, or show escalation behaviors defined in the plan. Note what preceded the activity and whether the task was at the right level; a task that is too hard is a different problem.
- Tips
- Timing starts at the beginning of the activity and stops when the student leaves, refuses, or shows plan-defined escalation. Using a strategy (fidget, standing, a 1-minute planned break at the desk) does not stop the timer. Increase the target gradually and keep the activity's end predictable. Pair with a break-request goal so the student has a way out that is not refusal.
- Limits
- Duration shows staying, not learning; pair with the academic goal for the content. Non-preferred activities are sometimes non-preferred for good reasons (too hard, sensory load); review those first. A long target is not the aim for every student; some activities should simply be shortened.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-010.
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Goal
By the annual IEP review date, during Blank to fill in: [non-preferred activity identified in their plan, e.g. handwriting, a specific subject, a group lesson], the student will independently remain in the activity, using a strategy from their plan when needed, without leaving the area or refusing for at least 12 minutes, across 3 consecutive data collection days, as measured by duration recording collected daily during the identified activity.
Baseline: 3 minutes.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 issue
Issue: Blanks filled in. 1 blank is still empty: [non-preferred activity identified in their plan]. Write in what this student will work on, such as the target sound or the strategy the team chose.
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Duration fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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.
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
- 3 minutes.
- Annual goal430 characters
- By the annual IEP review date, during [non-preferred activity identified in their plan, e.g. handwriting, a specific subject, a group lesson], the student will independently remain in the activity, using a strategy from their plan when needed, without leaving the area or refusing for at least 12 minutes, across 3 consecutive data collection days, as measured by duration recording collected daily during the identified activity.
- Timeframe
- By the annual IEP review date
- Condition
- During [non-preferred activity identified in their plan, e.g. handwriting, a specific subject, a group lesson]
- Behavior
- The student will independently remain in the activity, using a strategy from their plan when needed, without leaving the area or refusing
- Criteria
- For at least 12 minutes, across 3 consecutive data collection days
- Evaluation method
- Duration recording
- Schedule
- Daily during the identified activity
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- for at least 12 minutes
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- daily during the identified activity
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during [non-preferred activity identified in their plan, e.g. handwriting, a specific subject, a group lesson], the student will independently remain in the activity, using a strategy from their plan when needed, without leaving the area or refusing for at least 12 minutes, across 3 consecutive data collection days, as measured by duration recording collected daily during the identified activity.
| 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 (12 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.