Use a frustration strategy soon after getting stuck
When to use this goal
For early elementary students who cry, rip paper, or put their head down for long stretches when work gets hard. Present levels and the student's chosen strategies decide fit, not grade. The strategy card holds 3 or 4 choices the student picked, such as asking for help, three breaths, a squeeze ball, or a short break.
- Baseline
- Over a week of independent work, time from the first frustration sign to the start of any coping action, and note what the student did in between. Interview the student about what helps when work is hard and put their answers on the card.
- Tips
- Start the timer at the first sign listed in the plan and stop it when the student begins any card strategy. Every strategy on the card is a correct choice, including a break. Make sure the work is at the right level; frustration from work that is far too hard is an instruction problem, not a regulation goal.
- Limits
- Signs are judged by an observer, so agree on them in writing before collecting data. Latency does not show whether the student returns to the work afterward; pair with se-er-002 if needed.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-028.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when they show a frustration sign named in their plan (such as erasing hard, saying "I can't," pushing the paper away) during independent work, the student will start a strategy from their frustration card (such as asking for help, taking three breaths, using a squeeze ball, asking for a break) independently within 45 seconds, on 4 of 5 consecutive recorded episodes, as measured by latency recording collected during independent work, at least 3 times weekly.
Baseline: 180 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
- 180 seconds.
- Annual goal493 characters
- By the annual IEP review date, when they show a frustration sign named in their plan (such as erasing hard, saying "I can't," pushing the paper away) during independent work, the student will start a strategy from their frustration card (such as asking for help, taking three breaths, using a squeeze ball, asking for a break) independently within 45 seconds, on 4 of 5 consecutive recorded episodes, as measured by latency recording collected during independent work, at least 3 times weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When they show a frustration sign named in their plan (such as erasing hard, saying "I can't," pushing the paper away) during independent work
- Behavior
- The student will start a strategy from their frustration card (such as asking for help, taking three breaths, using a squeeze ball, asking for a break) independently
- Criteria
- Within 45 seconds, on 4 of 5 consecutive recorded episodes
- Evaluation method
- Latency recording
- Schedule
- During independent work, at least 3 times weekly
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 45 seconds
- Mastery rule:
- on 4 of 5 consecutive recorded episodes
- Collection schedule:
- during independent work, at least 3 times weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when they show a frustration sign named in their plan (such as erasing hard, saying "I can't," pushing the paper away) during independent work, the student will start a strategy from their frustration card (such as asking for help, taking three breaths, using a squeeze ball, asking for a break) independently within 45 seconds, on 4 of 5 consecutive recorded episodes, as measured by latency recording collected during independent work, at least 3 times weekly.
| 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.