Trade turns with a trained peer buddy at centers
When to use this goal
For young students who interact mostly with adults and rarely with classmates, in a program that trains a few peers to offer play, share, and comment. Present levels and how the student currently responds to peers decide fit, not age. Turns can be words, signs, symbols, device messages, or actions that clearly answer the buddy.
- Baseline
- Before training the buddies, tally the student's turns with peers during 3 center times of the same length. Then tally again during the first buddy sessions, since the trained buddy alone often raises the count. Note which materials draw the most turns.
- Tips
- Count each turn that answers or starts an exchange with the buddy, in any mode. Rotate two or three buddies so the skill does not depend on one child. Teach buddies to wait, offer, and comment, and thank them for playing, not for managing the student. Keep adult prompts behind the buddy so the exchange stays between children.
- Limits
- Counts depend heavily on how active the buddy is; record which buddy took part. The goal measures turns, not friendship or preference for peers. Some students prefer parallel play at first, which is a valid starting point.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-peer-022.
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Goal
By the annual IEP review date, during a 10-minute center time with a peer buddy who has been taught to offer, share, and comment, the student will take a communicative turn with the peer buddy by answering, offering, commenting, or handing over a material in response to the buddy independently at least 8 times per 10-minute buddy session, on 4 of 5 consecutive buddy sessions, as measured by frequency recording collected 3 times weekly.
Baseline: 2 times per 10-minute buddy 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 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 times per 10-minute buddy session.
- Annual goal439 characters
- By the annual IEP review date, during a 10-minute center time with a peer buddy who has been taught to offer, share, and comment, the student will take a communicative turn with the peer buddy by answering, offering, commenting, or handing over a material in response to the buddy independently at least 8 times per 10-minute buddy session, on 4 of 5 consecutive buddy sessions, as measured by frequency recording collected 3 times weekly.
- Timeframe
- By the annual IEP review date
- Condition
- During a 10-minute center time with a peer buddy who has been taught to offer, share, and comment
- Behavior
- The student will take a communicative turn with the peer buddy by answering, offering, commenting, or handing over a material in response to the buddy independently
- Criteria
- At least 8 times per 10-minute buddy session, on 4 of 5 consecutive buddy sessions
- Evaluation method
- Frequency recording
- Schedule
- 3 times 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 10-minute buddy session
- Mastery rule:
- on 4 of 5 consecutive buddy sessions
- Collection schedule:
- 3 times weekly
- Method:
- Frequency (event) recording
- Data collector:
Goal: By the annual IEP review date, during a 10-minute center time with a peer buddy who has been taught to offer, share, and comment, the student will take a communicative turn with the peer buddy by answering, offering, commenting, or handing over a material in response to the buddy independently at least 8 times per 10-minute buddy session, on 4 of 5 consecutive buddy sessions, as measured by frequency recording collected 3 times 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 10-minute buddy 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.