Show or point to something to share it with an adult
When to use this goal
For young students who request items but rarely bring, show, or point to things just to share interest ("Look, a bird!"). Base the choice on a communication or play assessment. Sharing can happen through holding up an object, pointing, a sound, a word, or a device message; looking at the adult is not required.
- Baseline
- Observe three 15-minute play sessions and tally each time the student shows, points, brings, or comments to share interest (not to request). Note what the student was interested in when it happened. Ask the family about times at home when the student shares something with them.
- Tips
- Count only bids to share interest, not requests for help or items. Any mode counts; gaze toward the adult is never required. Respond warmly to every bid with a short comment. Use the student's own interests (spinning things, letters, vehicles) as what gets shared.
- Limits
- Separating sharing from requesting takes practice; train observers with examples first. Frequency depends on how engaging the setting is, so keep sessions comparable. The goal does not measure conversation.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-com-034.
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Goal
By the annual IEP review date, during free play or a shared book with a familiar adult nearby, the student will share something with an adult by showing it, pointing to it, bringing it, or making a sound, word, sign, or device message about it independently at least 5 times per 15-minute play session, on 3 consecutive observed sessions, as measured by frequency recording collected three times per week.
Baseline: 1 times per 15-minute play 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 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
- 1 times per 15-minute play session.
- Annual goal405 characters
- By the annual IEP review date, during free play or a shared book with a familiar adult nearby, the student will share something with an adult by showing it, pointing to it, bringing it, or making a sound, word, sign, or device message about it independently at least 5 times per 15-minute play session, on 3 consecutive observed sessions, as measured by frequency recording collected three times per week.
- Timeframe
- By the annual IEP review date
- Condition
- During free play or a shared book with a familiar adult nearby
- Behavior
- The student will share something with an adult by showing it, pointing to it, bringing it, or making a sound, word, sign, or device message about it independently
- Criteria
- At least 5 times per 15-minute play session, on 3 consecutive observed sessions
- Evaluation method
- Frequency recording
- Schedule
- Three times per week
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:
- at least 5 times per 15-minute play session
- Mastery rule:
- on 3 consecutive observed sessions
- Collection schedule:
- three times per week
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during free play or a shared book with a familiar adult nearby, the student will share something with an adult by showing it, pointing to it, bringing it, or making a sound, word, sign, or device message about it independently at least 5 times per 15-minute play session, on 3 consecutive observed sessions, as measured by frequency recording collected three times per week.
| 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 15-minute play 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.