Use core words like go, stop, and again to direct play
When to use this goal
For early AAC users and emerging speakers who can request items but do not yet tell a partner what to do during play. Base the choice on the SLP's core vocabulary plan. Core words such as go, stop, more, again, turn, up, and help work across many activities, so one goal covers many routines.
- Baseline
- During three 15-minute play sessions, tally every core word the student uses to direct the partner and note the mode. Record which words appear and which activities produced the most use. Check with the SLP which core words are on the device and where.
- Tips
- Count each core word used to direct the partner; repeated presses of the same word count once per action. Partners should respond to every word as meaningful, even if it seems accidental. Model on the device without requiring the student to copy. Keep the device within reach during all play.
- Limits
- Counts depend on how many pauses the partner gives; train partners to pause and wait. Spoken words may be hard to tell apart; agree on what counts. The goal does not measure word combinations beyond two words.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-com-035.
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Goal
By the annual IEP review date, during play with a familiar adult using cause-and-effect toys, bubbles, a ball, or a swing, the student will direct their play partner with a core word (such as go, stop, again, more, turn, up) by saying, signing, or selecting it on their device independently at least 8 times per 15-minute play session, on 3 consecutive observed sessions, as measured by frequency recording collected twice weekly.
Baseline: 2 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
- 2 times per 15-minute play session.
- Annual goal430 characters
- By the annual IEP review date, during play with a familiar adult using cause-and-effect toys, bubbles, a ball, or a swing, the student will direct their play partner with a core word (such as go, stop, again, more, turn, up) by saying, signing, or selecting it on their device independently at least 8 times per 15-minute play session, on 3 consecutive observed sessions, as measured by frequency recording collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During play with a familiar adult using cause-and-effect toys, bubbles, a ball, or a swing
- Behavior
- The student will direct their play partner with a core word (such as go, stop, again, more, turn, up) by saying, signing, or selecting it on their device independently
- Criteria
- At least 8 times per 15-minute play session, on 3 consecutive observed 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:
- at least 8 times per 15-minute play session
- Mastery rule:
- on 3 consecutive observed sessions
- Collection schedule:
- twice weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during play with a familiar adult using cause-and-effect toys, bubbles, a ball, or a swing, the student will direct their play partner with a core word (such as go, stop, again, more, turn, up) by saying, signing, or selecting it on their device independently at least 8 times per 15-minute play session, on 3 consecutive observed 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 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.