Think through a peer dare before acting
When to use this goal
For middle school students who act on peer dares or quick ideas (jumping off something, taking an item, a prank) and then face consequences. Present levels decide fit. The routine: stop, picture what happens next, choose.
- Baseline
- Run 5 scenarios and talk about recent real events. Use the student's own examples. Write an operational definition first (what counts as the impulsive response and what counts as using the strategy), and teach and practice the strategy before measuring it.
- Tips
- Score an opportunity as met when the student stopped and chose before acting. Real events count as reported. Avoid lecturing; ask questions.
- Limits
- Real situations are partly self-reported.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-ic-029.
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Goal
By the annual IEP review date, during counseling sessions with realistic dare and peer-pressure scenarios, the student will stop, name what could happen next, and choose a response (say no, suggest something else, walk away) independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly, from scenarios and real events.
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 Impulse Control & Inhibition.
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
- Executive Function - Impulse Control & Inhibition
- Baseline
- 1 of 5 opportunities.
- Annual goal397 characters
- By the annual IEP review date, during counseling sessions with realistic dare and peer-pressure scenarios, the student will stop, name what could happen next, and choose a response (say no, suggest something else, walk away) independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly, from scenarios and real events.
- Timeframe
- By the annual IEP review date
- Condition
- During counseling sessions with realistic dare and peer-pressure scenarios
- Behavior
- The student will stop, name what could happen next, and choose a response (say no, suggest something else, walk away) independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Weekly, from scenarios and real events
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 weeks
- Collection schedule:
- weekly, from scenarios and real events
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during counseling sessions with realistic dare and peer-pressure scenarios, the student will stop, name what could happen next, and choose a response (say no, suggest something else, walk away) independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by opportunity-by-opportunity data collected weekly, from scenarios and real events.
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.