Latency recording answers: how long after a cue did the student start? It times the gap between a direction, signal, or event and the start of the response.
98 templates in the library use latency, across 30 skills. Each prints the latency tracker.
When to use it
Starting work after directions are given
Responding to a name, a greeting, or a question
Stopping an action or returning from a break after a cue
Not for how long the student keeps working; that is duration
How to record it
Define the cue and what counts as starting the response.
Start the timer the moment the cue ends.
Stop the timer when the student starts the response.
Record the seconds or minutes, and note if no response came within the time limit.
Repeat for several cues in a session and use the median or each value against the goal.
Writing the criterion and mastery rule
Write the criterion as "within N seconds" or "within N minutes" of the cue.
Name the cue in the condition, such as "after whole-group directions for independent work".
Combine it with opportunities when useful: "within 60 seconds in 4 of 5 opportunities".
Use a mastery rule such as "across 3 consecutive data collection days".
Common mistakes
Not defining what starting looks like, such as pencil to paper or opening the laptop.
Starting the timer at different points, such as the start of directions on one day and the end on another.
Setting a target that leaves no time to process the cue, especially for students who need more processing time.
Using latency for a behavior that should be counted.
Goal examples measured this way
Numbers are illustrative. Set targets from the student's own baseline data.
Task Initiation
Begin independent work within a set time after the direction
By the annual IEP review date, after the teacher gives the direction to begin an independent written task, the student will begin the assigned task by writing or marking a first response independently within 60 seconds, on 4 of 5 consecutive observed work periods, as measured by latency recording collected two to three times per week.
Begin a chosen regulation strategy soon after a known trigger
By the annual IEP review date, after a known trigger occurs (such as an unexpected loud noise, a difficult task, a correction), as identified in the student's regulation plan, the student will begin using To choose for the student: the strategy from their personal regulation menu (such as deep breathing, a squeeze ball, headphones, a movement break, the break area) independently within 60 seconds, on 4 of 5 consecutive observed opportunities, as measured by latency recording collected daily during the settings where triggers most often occur.
By the annual IEP review date, after an announced change from a preferred activity to a non-preferred task, the student will begin the new activity independently within 90 seconds, on 4 of 5 consecutive observed transitions, as measured by latency recording collected three times per week.
Choose and start a recess activity within a few minutes
By the annual IEP review date, at the start of a 20-minute recess period, the student will choose a recess activity and begin it (such as join a game, go to equipment, start a solo activity from their list) independently within 3 minutes, on 4 of 5 consecutive recess periods, as measured by latency recording collected daily at recess.
By the annual IEP review date, when a self-set leave-now alarm sounds in study hall before a work-based learning shift, the student will stop the current activity, gather what is needed, and start moving toward the destination independently within 2 minutes, on 4 of 5 consecutive alarms observed, as measured by latency recording collected twice weekly.
Start a direction within 10 seconds of being asked
By the annual IEP review date, when given a routine direction during class ("take out your notebook," "line up," "put the tablet away"), the student will begin the direction (first visible step) independently within 10 seconds, on 8 of 10 consecutive recorded directions, as measured by latency recording collected daily, 3 to 5 directions, summarized weekly.
Start from the baseline median. If the student starts after 4 minutes now, a goal of starting within 90 seconds may be realistic for a year. Name the strategy the student uses, such as a first-step card.
How do I time latency while teaching?
Use a phone stopwatch or a wrist timer and time only a few planned cues per session. Two or three good measurements a day are better than many rushed ones.
Should latency include processing time?
Yes. The target should allow the student time to hear or see the cue and think. Some students need longer, and the goal should respect that.
IEP Atlas Pro
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