Turn toward the speaker when their name is called
When to use this goal
For young students who do not reliably respond when their name is called, which makes every direction and interaction harder. Base the choice on hearing screening results and observation. A response can be a look, a turn, or a vocalization; the team decides what counts.
- Baseline
- Call the student's name once 10 times across different activities and time how long until they orient; record no response as the maximum time (e.g., 10 seconds). Note which activities make it hardest. Confirm a recent hearing screening; this skill is a common first sign of a hearing difference.
- Tips
- Start the timer at the end of the name and stop when the student turns toward the speaker or responds in another way. Use the average of the 10 trials as the day's data point. Follow a response with something good (a smile, the item, a game turn) so responding pays off. Avoid calling the name repeatedly, which teaches the student to wait for the third call.
- Limits
- Deep engagement in an activity lengthens latency for any child; keep the activities similar. Not responding can reflect hearing, attention, or a choice; the team should interpret with care and never force eye contact.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-lis-021.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, when their name is called once from about 6 feet away during play or a center activity, 10 times across a session, the student will turn toward the speaker or respond in their usual way (pausing, vocalizing, or signing) independently within 3 seconds, across 3 consecutive data collection days, as measured by latency recording collected daily.
Baseline: 10 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 Listening Comprehension & Auditory Processing.
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
- Speech & Language - Listening Comprehension & Auditory Processing
- Baseline
- 10 seconds.
- Annual goal375 characters
- By the annual IEP review date, when their name is called once from about 6 feet away during play or a center activity, 10 times across a session, the student will turn toward the speaker or respond in their usual way (pausing, vocalizing, or signing) independently within 3 seconds, across 3 consecutive data collection days, as measured by latency recording collected daily.
- Timeframe
- By the annual IEP review date
- Condition
- When their name is called once from about 6 feet away during play or a center activity, 10 times across a session
- Behavior
- The student will turn toward the speaker or respond in their usual way (pausing, vocalizing, or signing) independently
- Criteria
- Within 3 seconds, across 3 consecutive data collection days
- Evaluation method
- Latency recording
- Schedule
- Daily
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 3 seconds
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- daily
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when their name is called once from about 6 feet away during play or a center activity, 10 times across a session, the student will turn toward the speaker or respond in their usual way (pausing, vocalizing, or signing) independently within 3 seconds, across 3 consecutive data collection days, as measured by latency recording collected daily.
| 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.