Pick what a peer likes for them
When to use this goal
For young students who give others what they themselves like best. Present levels decide fit. This is an early step in seeing that other people have different wants.
- Baseline
- Run 10 short set-ups where the other person's choice differs from the student's known favorite. Record whether the student gives the other person's choice or their own.
- Tips
- Use items the student likes but does not care about so much that giving one away is hard. Praise the thinking ("You remembered Sam likes the blue one").
- Limits
- This set-up is structured; real sharing is harder. The goal does not measure turn taking or sharing, which belong in play-social-participation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-aw-004.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a snack or play game, after a peer or puppet has said which of 2 items they like, when the adult asks the student to give that person one, the student will give or name the item the other person said they like (not the student's own favorite) independently in at least 7 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Baseline: 2 of 10 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check10 of 11 met · 1 to review
Review: Aligned with area of need. The wording no longer mentions Social Awareness & Perspective Taking. Check it still matches the need in present levels.
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: 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
- Social-Emotional & Communication - Social Awareness & Perspective Taking
- Baseline
- 2 of 10 opportunities.
- Annual goal431 characters
- By the annual IEP review date, during a snack or play game, after a peer or puppet has said which of 2 items they like, when the adult asks the student to give that person one, the student will give or name the item the other person said they like (not the student's own favorite) independently in at least 7 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a snack or play game, after a peer or puppet has said which of 2 items they like, when the adult asks the student to give that person one
- Behavior
- The student will give or name the item the other person said they like (not the student's own favorite) independently
- Criteria
- In at least 7 of 10 opportunities, across 3 consecutive sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Twice weekly
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 7 of 10 opportunities
- Mastery rule:
- across 3 consecutive sessions
- Collection schedule:
- twice weekly
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a snack or play game, after a peer or puppet has said which of 2 items they like, when the adult asks the student to give that person one, the student will give or name the item the other person said they like (not the student's own favorite) independently in at least 7 of 10 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | # + (of 10) | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 10 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.