Start a planned fill-in when asked to wait
When to use this goal
For students who keep asking, follow the adult, or get upset when told to wait, and who do not yet move to something else during the wait. Present levels, not grade, decide fit.
- Baseline
- Over a week, time from the wait statement to the start of another activity on 8 to 10 occasions. Note what the student does in between (repeating the request, following the adult, arguing), since that shapes which wait strategies to teach.
- Tips
- Use a visual timer and keep the promise: the wait ends when the adult said it would. Build the wait menu from activities the student actually likes, including movement options. Accept any form of the reply, including a device message or a thumbs-up.
- Limits
- The goal times how quickly the student starts a fill-in, not how long they can wait overall (see se-er-005 and se-er-018 for duration). Long or unpredictable waits are hard for anyone, so shorten them where possible. Checking the timer or asking once how long is left is fine and is not scored against the student.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-er-075.
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Goal
By the annual IEP review date, when told to wait for a turn, a preferred activity, or an adult's help (such as "in five minutes" or "after lunch"), the student will say, sign, or select their taught wait reply (such as "Okay, later") and start an activity from their wait menu independently within 30 seconds, on 4 of 5 observed days, as measured by latency recording collected daily during two planned waits, reviewed weekly.
Baseline: 120 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
- 120 seconds.
- Annual goal426 characters
- By the annual IEP review date, when told to wait for a turn, a preferred activity, or an adult's help (such as "in five minutes" or "after lunch"), the student will say, sign, or select their taught wait reply (such as "Okay, later") and start an activity from their wait menu independently within 30 seconds, on 4 of 5 observed days, as measured by latency recording collected daily during two planned waits, reviewed weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When told to wait for a turn, a preferred activity, or an adult's help (such as "in five minutes" or "after lunch")
- Behavior
- The student will say, sign, or select their taught wait reply (such as "Okay, later") and start an activity from their wait menu independently
- Criteria
- Within 30 seconds, on 4 of 5 observed days
- Evaluation method
- Latency recording
- Schedule
- Daily during two planned waits, reviewed 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 30 seconds
- Mastery rule:
- on 4 of 5 observed days
- Collection schedule:
- daily during two planned waits, reviewed weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when told to wait for a turn, a preferred activity, or an adult's help (such as "in five minutes" or "after lunch"), the student will say, sign, or select their taught wait reply (such as "Okay, later") and start an activity from their wait menu independently within 30 seconds, on 4 of 5 observed days, as measured by latency recording collected daily during two planned waits, reviewed 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.