Choose between two options offered by an adult
When to use this goal
For young students and early communicators who grab, cry, or accept whatever is handed to them because they do not yet have a way to choose. Base the choice on the student's current mode: reaching, pointing, eye gaze to an item as an access method, sign, a picture, or a device. Choices should be real; both options must be things the adult will actually give.
- Baseline
- Offer 10 two-item choices across a day and record whether the student made a clear choice, took both, or did not respond. Include at least one choice with a strongly preferred item and one with two neutral items. Ask the family how the student makes choices at home.
- Tips
- Score correct when the student makes a clear choice in any mode and does not reach for both. Honor every choice right away so the student learns that choosing works. Switch the side each option is held on so a side preference does not look like a choice. When the student consistently chooses, move to three options or to choices from the device.
- Limits
- Choice-making depends on what is offered; if both options are unwanted, a no response is reasonable and should be recorded as such. Motor access needs may require an OT or AT consult. The goal does not measure requesting items that are not offered (see requesting goals).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-com-033.
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Goal
By the annual IEP review date, when an adult holds up two real items or two pictures at snack, centers, or play (such as two snacks, two toys, two songs), the student will choose one of the two options by reaching, pointing, gazing at it as their access method, signing, saying it, or selecting it on their device independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily across snack, centers, and play.
Baseline: 2 of 10 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 Functional Communication.
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 - Functional Communication
- Baseline
- 2 of 10 opportunities.
- Annual goal501 characters
- By the annual IEP review date, when an adult holds up two real items or two pictures at snack, centers, or play (such as two snacks, two toys, two songs), the student will choose one of the two options by reaching, pointing, gazing at it as their access method, signing, saying it, or selecting it on their device independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily across snack, centers, and play.
- Timeframe
- By the annual IEP review date
- Condition
- When an adult holds up two real items or two pictures at snack, centers, or play (such as two snacks, two toys, two songs)
- Behavior
- The student will choose one of the two options by reaching, pointing, gazing at it as their access method, signing, saying it, or selecting it on their device independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily across snack, centers, and play
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 8 of 10 opportunities
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- daily across snack, centers, and play
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when an adult holds up two real items or two pictures at snack, centers, or play (such as two snacks, two toys, two songs), the student will choose one of the two options by reaching, pointing, gazing at it as their access method, signing, saying it, or selecting it on their device independently in at least 8 of 10 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily across snack, centers, and play.
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.