Get a listener's attention before speaking
When to use this goal
For students who start talking without checking that anyone is listening, or who get attention by grabbing, shouting, or repeating until someone turns. Base the choice on observation. The goal is an effective attention-getting move, not a particular body posture.
- Baseline
- Observe five times the student wants to tell someone something and record how they get attention (name, tap, shout, grab, or none) and whether they wait for a response. Ask the teacher which method works in the classroom (a name, a hand on the shoulder, a signal).
- Tips
- Each time the student has something to say to a busy listener is one opportunity. Score correct when the student uses an agreed attention-getting move and waits for the listener to respond before continuing. Score the message only; do not score eye contact, facial expression, posture, or tone of voice. Choose the attention-getting move with the student and family; a tap may not be acceptable in every setting. Listeners must respond to the move so it works.
- Limits
- Natural opportunities are hard to catch; structured partner activities give planned ones, but check the classroom too. Students with high energy may use the move but not wait; the waiting part may need its own step. The goal does not address interrupting during group discussion.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID sl-prag-007.
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Goal
By the annual IEP review date, when they want to tell something to an adult who is busy with another task, the student will get the listener's attention by saying their name, tapping their shoulder, or using an AAC attention message, then wait for a response before giving the message independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and weekly in class.
Baseline: 1 of 5 opportunities.
- 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. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities 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 Pragmatic Language.
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 - Pragmatic Language
- Baseline
- 1 of 5 opportunities.
- Annual goal477 characters
- By the annual IEP review date, when they want to tell something to an adult who is busy with another task, the student will get the listener's attention by saying their name, tapping their shoulder, or using an AAC attention message, then wait for a response before giving the message independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and weekly in class.
- Timeframe
- By the annual IEP review date
- Condition
- When they want to tell something to an adult who is busy with another task
- Behavior
- The student will get the listener's attention by saying their name, tapping their shoulder, or using an AAC attention message, then wait for a response before giving the message independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive therapy sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- During each therapy session and weekly in class
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive therapy sessions
- Collection schedule:
- during each therapy session and weekly in class
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when they want to tell something to an adult who is busy with another task, the student will get the listener's attention by saying their name, tapping their shoulder, or using an AAC attention message, then wait for a response before giving the message independently in at least 4 of 5 opportunities, across 3 consecutive therapy sessions, as measured by opportunity-by-opportunity data collected during each therapy session and weekly in class.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.