Play next to peers with similar materials
When to use this goal
For young students who play only in isolation or move away when peers come near. Base the choice on observation during centers. Parallel play is a real step toward interaction, and for some students it is a satisfying way to be with peers.
- Baseline
- Observe 3 center times and time how long the student plays within arm's reach of a peer with similar materials. Note whether the student moves away when a peer approaches or stays. Identify peers the student tolerates best and materials the student prefers.
- Tips
- Timing counts minutes the student is within arm's reach of a peer and playing with similar materials; moving away for under 30 seconds does not stop the timer. No interaction is required. Adults set up the space so proximity is natural (a shared table, duplicate sets) and avoid pushing interaction. Comments from the adult should describe both children's play without directing.
- Limits
- Peers move; proximity is partly out of the student's control, so record what the peer did. Duration does not show comfort; watch for stress signs and shorten the target if needed. Parallel play may be the student's preference, not a stage to leave.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-play-002.
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Goal
By the annual IEP review date, during centers when peers are playing with the same type of materials (such as blocks, playdough, cars), the student will play within arm's reach of a peer using similar materials independently for at least 6 minutes, across 3 consecutive data collection days, as measured by duration recording collected three times per week during centers.
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 goal372 characters
- By the annual IEP review date, during centers when peers are playing with the same type of materials (such as blocks, playdough, cars), the student will play within arm's reach of a peer using similar materials independently for at least 6 minutes, across 3 consecutive data collection days, as measured by duration recording collected three times per week during centers.
- Timeframe
- By the annual IEP review date
- Condition
- During centers when peers are playing with the same type of materials (such as blocks, playdough, cars)
- Behavior
- The student will play within arm's reach of a peer using similar materials independently
- Criteria
- For at least 6 minutes, across 3 consecutive data collection days
- Evaluation method
- Duration recording
- Schedule
- Three times per week during centers
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 6 minutes
- Mastery rule:
- across 3 consecutive data collection days
- Collection schedule:
- three times per week during centers
- Method:
- Duration recording
- Data collector:
Goal: By the annual IEP review date, during centers when peers are playing with the same type of materials (such as blocks, playdough, cars), the student will play within arm's reach of a peer using similar materials independently for at least 6 minutes, across 3 consecutive data collection days, as measured by duration recording collected three times per week during centers.
| 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 (6 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.