Ask for help soon when a toy or material won't work
When to use this goal
For young students who cry, throw, or walk away when a container won't open or a toy won't work, instead of asking. Present levels in communication decide fit. A help request can be a word, sign, picture exchange, device message, or bringing the item to an adult.
- Baseline
- Set up 3 to 5 planned problems a day for 2 days (a tight lid, a toy with no batteries) and time from the first failed try to a help request. Note what the student did in between and whether the request was a word, sign, picture, or bringing the item.
- Tips
- Start timing at the first failed try. A brief frustrated sound followed by a request is fine; the goal is reaching for help. Help right away every time. Coordinate the help symbol with the SLP.
- Limits
- Planned setups should be few and kind so the student does not get overly frustrated. Latency does not show whether the student uses help requests for things they can do alone.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-rh-029.
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Goal
By the annual IEP review date, during play or snack when a container, toy, or material does not work as expected, the student will start a help request by saying, signing, or selecting "help" or by bringing the item to an adult independently within 15 seconds, across 3 consecutive days, as measured by latency recording collected daily during play and snack.
Baseline: 60 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 Requesting Help.
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 - Requesting Help
- Baseline
- 60 seconds.
- Annual goal359 characters
- By the annual IEP review date, during play or snack when a container, toy, or material does not work as expected, the student will start a help request by saying, signing, or selecting "help" or by bringing the item to an adult independently within 15 seconds, across 3 consecutive days, as measured by latency recording collected daily during play and snack.
- Timeframe
- By the annual IEP review date
- Condition
- During play or snack when a container, toy, or material does not work as expected
- Behavior
- The student will start a help request by saying, signing, or selecting "help" or by bringing the item to an adult independently
- Criteria
- Within 15 seconds, across 3 consecutive days
- Evaluation method
- Latency recording
- Schedule
- Daily during play and snack
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 15 seconds
- Mastery rule:
- across 3 consecutive days
- Collection schedule:
- daily during play and snack
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, during play or snack when a container, toy, or material does not work as expected, the student will start a help request by saying, signing, or selecting "help" or by bringing the item to an adult independently within 15 seconds, across 3 consecutive days, as measured by latency recording collected daily during play and snack.
| 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.