Reduce interrupting peers during group work
When to use this goal
For students whose present levels show they often talk over group members during small-group work and who agree to track it. Write it with a goal for waiting for a pause or using a talk signal, so the student practices the replacement.
- Baseline
- Count interruptions across three group sessions without the card. Then compare the student's tally with yours for two sessions. Note whether interruptions cluster when the student is excited about an idea; a jot-it-down pad can help.
- Tips
- Define an interruption as starting to speak before the speaker finishes a sentence, not as joining a natural overlap. Reviewing the tally privately with the student keeps it respectful. Teach a jot-it-down strategy so ideas are not lost while waiting.
- Limits
- Group talk norms vary by culture and class; agree with the student on what counts. Peers' behavior affects the count.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-sm-044.
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Goal
By the annual IEP review date, during a 25-minute small-group project session, with a tally box on the group's task sheet, the student will reduce talking over a group member who is still speaking to no more than 2 times per 25-minute group work session, while tallying each interruption on a private card, on 4 of 5 observed group sessions, as measured by frequency recording collected twice weekly.
Baseline: 7 times per 25-minute group work session.
- 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. Frequency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Frequency (event) recording gives frequency 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 Self-Monitoring.
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 - Self-Monitoring
- Baseline
- 7 times per 25-minute group work session.
- Annual goal400 characters
- By the annual IEP review date, during a 25-minute small-group project session, with a tally box on the group's task sheet, the student will reduce talking over a group member who is still speaking to no more than 2 times per 25-minute group work session, while tallying each interruption on a private card, on 4 of 5 observed group sessions, as measured by frequency recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 25-minute small-group project session, with a tally box on the group's task sheet
- Behavior
- The student will reduce talking over a group member who is still speaking, while tallying each interruption on a private card
- Criteria
- No more than 2 times per 25-minute group work session, on 4 of 5 observed group sessions
- Evaluation method
- Frequency recording
- Schedule
- Twice weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Frequency & rate tracker. Records the count and the observation length.
Frequency & rate tracker
Frequency- Student label:
- Target:
- no more than 2 times per 25-minute group work session
- Mastery rule:
- on 4 of 5 observed group sessions
- Collection schedule:
- twice weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 25-minute small-group project session, with a tally box on the group's task sheet, the student will reduce talking over a group member who is still speaking to no more than 2 times per 25-minute group work session, while tallying each interruption on a private card, on 4 of 5 observed group sessions, as measured by frequency recording collected twice weekly.
| Date | Observation period (start–end) | Minutes observed | Activity / context | Count (tally) | Rate per minutecount ÷ minutes (only if periods vary) | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Count each occurrence of the defined behavior per 25-minute group work session.
- Keep the observation length the same each session. If it varies, compare rate per minute, not raw counts.
- Write the behavior definition at the top of the sheet so all data collectors count the same thing.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.