Stop an action when a peer says stop or moves away
When to use this goal
For students who continue touching, teasing, following, or talking about a topic after a peer signals they want it to stop. Base the choice on peer reports and observation. This is a boundary skill that protects the student's friendships and safety.
- Baseline
- Observe play and group activities and record each peer stop signal and the student's response: stops within 5 seconds, stops after repeated signals, or continues. Collect peer or staff reports from recess and lunch. Check that the student can recognize common stop signals; if not, teach them first.
- Tips
- An opportunity is a clear stop signal from a peer (spoken, signed, a card, or moving away). Score correct when the action stops within 5 seconds without arguing or resuming within the activity. Peers should be taught to give clear stop signals and to thank the student for stopping. Adults must support the peer's signal every time; the message "stop means stop" has to be consistent.
- Limits
- Subtle stop signals (a look, silence) are not fair opportunities while the skill is new; define signals concretely. Observers miss many events; peer reports help but can be inconsistent. If continuing is intentional and hurtful, a behavior plan is needed, not only this goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-peer-018.
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Goal
By the annual IEP review date, when a peer says stop, says no, or moves away during play, conversation, or a shared activity, the student will stop the action within 5 seconds and either say "okay" or move to a different activity independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, combining observed events, peer reports, and planned practice.
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. Direct observation 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 Peer Interaction.
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 - Peer Interaction
- Baseline
- 1 of 5 opportunities.
- Annual goal420 characters
- By the annual IEP review date, when a peer says stop, says no, or moves away during play, conversation, or a shared activity, the student will stop the action within 5 seconds and either say "okay" or move to a different activity independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, combining observed events, peer reports, and planned practice.
- Timeframe
- By the annual IEP review date
- Condition
- When a peer says stop, says no, or moves away during play, conversation, or a shared activity
- Behavior
- The student will stop the action within 5 seconds and either say "okay" or move to a different activity independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive weeks
- Evaluation method
- Direct observation
- Schedule
- Weekly, combining observed events, peer reports, and planned practice
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 weeks
- Collection schedule:
- weekly, combining observed events, peer reports, and planned practice
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, when a peer says stop, says no, or moves away during play, conversation, or a shared activity, the student will stop the action within 5 seconds and either say "okay" or move to a different activity independently in at least 4 of 5 opportunities, across 3 consecutive weeks, as measured by direct observation collected weekly, combining observed events, peer reports, and planned practice.
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.