Play with a toy the way it is designed for several minutes
When to use this goal
For young students who mouth, line up, spin, or drop toys and rarely use them for their designed action (rolling a car, stacking rings, feeding a doll). Base the choice on a play assessment. Repetitive play is not wrong; this goal adds functional actions as another option.
- Baseline
- Observe three 10-minute free-play sessions and time how long the student uses toys for their designed actions, listing which toys and actions appear. Note the toys the student is drawn to; build on those. Ask the family what the student plays with at home.
- Tips
- Timing counts the total minutes within the session in which the student uses any toy for its designed action; pauses under 15 seconds do not stop the timer. Spinning wheels or lining up cars are recorded separately, not as errors. Adults model with their own set of toys rather than taking the student's. Choose toys that match the student's interests and motor skills.
- Limits
- Functional play is one type of play, not the goal of play; the student's own play has value. Duration depends on the toys available; keep the set consistent. Motor difficulties can limit some actions; coordinate with the OT.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-play-001.
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Goal
By the annual IEP review date, during free play with a set of 3 familiar toys that have a clear action (such as a car, a shape sorter, a toy phone), the student will play with a toy using its designed action (such as rolling the car, putting shapes in the sorter, holding the phone to an ear) independently for at least 5 minutes, across 3 consecutive data collection days, as measured by duration recording collected three times per week during free play.
Baseline: 1 minutes.
- 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. Duration fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Duration recording gives duration 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 Play & Social Participation.
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 - Play & Social Participation
- Baseline
- 1 minutes.
- Annual goal456 characters
- By the annual IEP review date, during free play with a set of 3 familiar toys that have a clear action (such as a car, a shape sorter, a toy phone), the student will play with a toy using its designed action (such as rolling the car, putting shapes in the sorter, holding the phone to an ear) independently for at least 5 minutes, across 3 consecutive data collection days, as measured by duration recording collected three times per week during free play.
- Timeframe
- By the annual IEP review date
- Condition
- During free play with a set of 3 familiar toys that have a clear action (such as a car, a shape sorter, a toy phone)
- Behavior
- The student will play with a toy using its designed action (such as rolling the car, putting shapes in the sorter, holding the phone to an ear) independently
- Criteria
- For at least 5 minutes, across 3 consecutive data collection days
- Evaluation method
- Duration recording
- Schedule
- Three times per week during free play
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Duration tracker. Records start and end times.
Duration tracker
Duration- Student label:
- Target:
- for at least 5 minutes
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- three times per week during free play
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during free play with a set of 3 familiar toys that have a clear action (such as a car, a shape sorter, a toy phone), the student will play with a toy using its designed action (such as rolling the car, putting shapes in the sorter, holding the phone to an ear) independently for at least 5 minutes, across 3 consecutive data collection days, as measured by duration recording collected three times per week during free play.
| Date | Activity / context | Start time | End time | Duration (minutes) | Target duration | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the defined behavior begins and stop when it ends, using the definitions agreed by the team.
- The goal is reached when duration is at least the target (5 minutes).
- Note interruptions that weren't caused by the student.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.