Take their turn promptly in a table game
When to use this goal
For students who stay in a game but miss turns, so peers wait, take the turn for them, or leave. Base the choice on observation of table games. Slowness can come from attention, motor planning, or not knowing it is their turn; a turn marker addresses the last.
- Baseline
- During 2 or 3 games, time 5 turns each from the peer's cue to the start of the student's turn. Note what the student was doing while waiting and whether they knew it was their turn. Check that motor access to the game pieces is not the barrier.
- Tips
- Record the median latency of the turns timed in each game. Start timing at the peer's cue and stop when the student begins the turn. Fidgets and movement while waiting are fine. Choose games with short waits between turns.
- Limits
- Games differ in how complex a turn is; keep the game type steady. The goal measures starting a turn, not playing it well.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-play-029.
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Goal
By the annual IEP review date, during a board or card game with 2 or 3 peers when a peer says or shows that it is their turn, the student will start their turn (such as rolling, spinning, drawing a card, or moving a piece) independently within 8 seconds, across 3 consecutive game sessions, as measured by latency recording collected weekly.
Baseline: 25 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 Play & Social Participation.
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 - Play & Social Participation
- Baseline
- 25 seconds.
- Annual goal341 characters
- By the annual IEP review date, during a board or card game with 2 or 3 peers when a peer says or shows that it is their turn, the student will start their turn (such as rolling, spinning, drawing a card, or moving a piece) independently within 8 seconds, across 3 consecutive game sessions, as measured by latency recording collected weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a board or card game with 2 or 3 peers when a peer says or shows that it is their turn
- Behavior
- The student will start their turn (such as rolling, spinning, drawing a card, or moving a piece) independently
- Criteria
- Within 8 seconds, across 3 consecutive game sessions
- Evaluation method
- Latency recording
- Schedule
- 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 8 seconds
- Mastery rule:
- across 3 consecutive game sessions
- Collection schedule:
- weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, during a board or card game with 2 or 3 peers when a peer says or shows that it is their turn, the student will start their turn (such as rolling, spinning, drawing a card, or moving a piece) independently within 8 seconds, across 3 consecutive game sessions, as measured by latency recording collected 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.