Say my turn or get an adult when a peer takes their item
When to use this goal
For young students who hit, bite, scream, or cry when a peer takes a toy, and who need a communicative response that works. Base the choice on FBA information if any and the student's communication mode. Precedes se-cr-006 (fair-decision strategies).
- Baseline
- Observe play for 3 days and record each time a peer takes the student's item and the response: communicative response or getting an adult, grabbing back, hitting, crying, or giving up silently. Run 3 planned practices with a coached peer. Check the student's current words or signs for turn and stop.
- Tips
- An opportunity is a peer taking an item the student was using. Score correct when the student uses a communicative form or gets an adult within 10 seconds, before any physical response. Adults must respond to the communicative form by helping the student get the item back or a turn; otherwise grabbing will remain faster. Teach peers the same phrase. Giving up silently is not an error but is recorded separately.
- Limits
- Planned practice should be gentle and infrequent so the student is not repeatedly provoked. Observers miss many fast events; a simple tally by the play-area adult helps. This goal measures the first response, not the resolution (see se-cr-006).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-cr-009.
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Goal
By the annual IEP review date, when a peer takes an item they are using during centers or free play, the student will say, sign, or select "my turn" or "stop" to the peer, or go to an adult for help, instead of hitting, grabbing, or screaming independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during centers and free play.
Baseline: 1 of 5 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 Conflict Resolution.
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 - Conflict Resolution
- Baseline
- 1 of 5 opportunities.
- Annual goal426 characters
- By the annual IEP review date, when a peer takes an item they are using during centers or free play, the student will say, sign, or select "my turn" or "stop" to the peer, or go to an adult for help, instead of hitting, grabbing, or screaming independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during centers and free play.
- Timeframe
- By the annual IEP review date
- Condition
- When a peer takes an item they are using during centers or free play
- Behavior
- The student will say, sign, or select "my turn" or "stop" to the peer, or go to an adult for help, instead of hitting, grabbing, or screaming independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Daily during centers and free 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 4 of 5 opportunities
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- daily during centers and free play
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a peer takes an item they are using during centers or free play, the student will say, sign, or select "my turn" or "stop" to the peer, or go to an adult for help, instead of hitting, grabbing, or screaming independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected daily during centers and free 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 | # + (of 5) | Notes |
|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 5 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.