Wait for adult attention while the adult is helping someone else
When to use this goal
For students who interrupt, follow the adult, or escalate when the adult is busy with another student. Base the choice on timed observation. A waiting strategy (a wait card, a next-in-line visual, working on another item) is taught first.
- Baseline
- Time 5 or more waits from the moment the student signals a need until they interrupt, follow the adult, leave, or show plan-defined distress. Note how long adults typically take to respond; the target should be reachable with the class's real response times.
- Tips
- Timing starts when the student signals a need (hand, card) and stops when the adult arrives or when the student interrupts, follows, or leaves. Movement and quiet vocalizing while waiting are fine. Adults should acknowledge the signal briefly and then respond as soon as possible; successful waits must end with attention. Keep waits short at first.
- Limits
- Adult response time is the main driver; if adults take too long, the goal measures the classroom, not the student. Duration does not capture what the student needed; pair with a help-request goal if needed. Not appropriate for urgent needs (bathroom, pain), which should never require waiting.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-018.
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Goal
By the annual IEP review date, when they need the adult and the adult is helping another student, the student will wait for the adult using a waiting strategy (holding a wait card, working on another item, or standing at the agreed spot) independently for at least 4 minutes, across 3 consecutive data collection days, as measured by duration recording collected daily during small-group instruction.
Baseline: 1 minutes.
- 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. 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.
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
- 1 minutes.
- Annual goal400 characters
- By the annual IEP review date, when they need the adult and the adult is helping another student, the student will wait for the adult using a waiting strategy (holding a wait card, working on another item, or standing at the agreed spot) independently for at least 4 minutes, across 3 consecutive data collection days, as measured by duration recording collected daily during small-group instruction.
- Timeframe
- By the annual IEP review date
- Condition
- When they need the adult and the adult is helping another student
- Behavior
- The student will wait for the adult using a waiting strategy (holding a wait card, working on another item, or standing at the agreed spot) independently
- Criteria
- For at least 4 minutes, across 3 consecutive data collection days
- Evaluation method
- Duration recording
- Schedule
- Daily during small-group instruction
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 4 minutes
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- daily during small-group instruction
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, when they need the adult and the adult is helping another student, the student will wait for the adult using a waiting strategy (holding a wait card, working on another item, or standing at the agreed spot) independently for at least 4 minutes, across 3 consecutive data collection days, as measured by duration recording collected daily during small-group instruction.
| 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 (4 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.