Ask a peer to play or talk instead of provoking them
When to use this goal
For students who poke, grab, tease, or knock over materials to start an interaction with a peer. Fits when the FBA shows peer attention as the function and the student already has a few words or an AAC phrase for inviting. Base the choice on the FBA.
- Baseline
- Observe 3 recess periods and record each approach to a peer: taught invitation, physical provocation, or other. Note which peers the student approaches, since some pairings produce more provocation. Confirm the student can say or select the invite phrase on request before targeting it in the natural setting.
- Tips
- Prime the peer group so an invitation usually gets a yes; an invitation that is refused every time will not replace the provocation. Score only approaches the student starts. Broader play and friendship skills belong to the peer-interaction and play-social-participation skills; this goal only targets the replacement at the moment of approach.
- Limits
- Requires an observer close enough to see the approach, which can change peer behavior. Does not measure the quality of the interaction that follows. If provocation also functions as escape from a disliked peer, the replacement will not fit.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID bh-rep-005.
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Goal
By the annual IEP review date, during recess or free-choice time when the student approaches a peer, the student will invite the peer with a taught phrase ("want to play?", "look at this," the peer's name) before touching the peer or the peer's materials independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected 3 times per week during recess or partner work.
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. Direct observation 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 Replacement Behaviors.
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
- Behavior & Classroom Expectations - Replacement Behaviors
- Baseline
- 1 of 5 opportunities.
- Annual goal438 characters
- By the annual IEP review date, during recess or free-choice time when the student approaches a peer, the student will invite the peer with a taught phrase ("want to play?", "look at this," the peer's name) before touching the peer or the peer's materials independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected 3 times per week during recess or partner work.
- Timeframe
- By the annual IEP review date
- Condition
- During recess or free-choice time when the student approaches a peer
- Behavior
- The student will invite the peer with a taught phrase ("want to play?", "look at this," the peer's name) before touching the peer or the peer's materials independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weekly data summaries
- Evaluation method
- Direct observation
- Schedule
- 3 times per week during recess or partner work
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 weekly data summaries
- Collection schedule:
- 3 times per week during recess or partner work
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during recess or free-choice time when the student approaches a peer, the student will invite the peer with a taught phrase ("want to play?", "look at this," the peer's name) before touching the peer or the peer's materials independently in at least 4 of 5 opportunities, across 3 consecutive weekly data summaries, as measured by direct observation collected 3 times per week during recess or partner work.
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.