Wait for a peer to finish before speaking
When to use this goal
For students who talk over peers during conversations and group work, so peers stop including them. Base the choice on a count of interruptions. The goal counts successful waits rather than interruptions so it describes what the student does.
- Baseline
- During 3 small-group conversations, record the first 10 times the student starts to speak while a peer is talking or has just finished: did the student wait for the end of the peer's turn or talk over it? Note whether peers interrupt each other at similar rates; the target should match the group's norm.
- Tips
- Each of the student's speaking turns is an opportunity (sample the first 10). Score correct when the student begins speaking after the peer's turn ends (a pause of about 1 second or the peer's clear stop), without talking over them. Brief overlaps that peers also make are not errors. Processing differences cut both ways; some students need the visual cue to see when a turn ends.
- Limits
- Fast group conversations make turn boundaries fuzzy; two observers should agree on what counts. A student who waits but never gets a turn needs peers to make space, not more waiting. Does not measure the content of what the student says.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-peer-021.
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Goal
By the annual IEP review date, during a 10-minute small-group conversation or discussion with peers, the student will wait until the peer finishes their sentence or turn before speaking independently in at least 8 of 10 opportunities, across 3 consecutive observed sessions, as measured by direct observation collected twice weekly.
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. 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
- 2 of 10 opportunities.
- Annual goal332 characters
- By the annual IEP review date, during a 10-minute small-group conversation or discussion with peers, the student will wait until the peer finishes their sentence or turn before speaking independently in at least 8 of 10 opportunities, across 3 consecutive observed sessions, as measured by direct observation collected twice weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 10-minute small-group conversation or discussion with peers
- Behavior
- The student will wait until the peer finishes their sentence or turn before speaking independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive observed sessions
- Evaluation method
- Direct observation
- Schedule
- Twice weekly
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 observed sessions
- Collection schedule:
- twice weekly
- Method:
- Direct observation
- Data collector:
Goal: By the annual IEP review date, during a 10-minute small-group conversation or discussion with peers, the student will wait until the peer finishes their sentence or turn before speaking independently in at least 8 of 10 opportunities, across 3 consecutive observed sessions, as measured by direct observation collected twice weekly.
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.