Respond when a peer offers a toy or invites them to play
When to use this goal
For young students whom peers approach with toys or invitations but who do not respond in a way peers notice, so peers give up. Base the choice on observation. Any response counts: taking the toy, a word, a sign, a gesture, or joining the activity.
- Baseline
- Observe play for 3 sessions and record each peer bid directed at the student and the response: a noticeable response, a delayed response, or none. Note how long the student takes to respond so the window fits them. Coach 1 or 2 peers to make bids if natural bids are rare.
- Tips
- An opportunity is a peer bid directed at the student (handing, showing, asking). Score correct when a response the peer can notice occurs within 5 seconds (longer if the team agrees). Declining by shaking the head or saying no is a valid response. Eye contact and smiling are not required. Coach peers to wait after a bid and to accept a no.
- Limits
- Depends on peers making bids; if they do not, peer coaching is part of the plan. Processing time varies; a 5-second window may need adjusting. Does not measure how long play continues afterward.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-play-004.
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Goal
By the annual IEP review date, when a peer hands them a toy, shows them something, or asks them to play during free play, the student will respond to the peer within 5 seconds by taking the toy, saying or signing a word, or joining the activity independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week during play.
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. Opportunity (trial) recording 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 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 of 5 opportunities.
- Annual goal426 characters
- By the annual IEP review date, when a peer hands them a toy, shows them something, or asks them to play during free play, the student will respond to the peer within 5 seconds by taking the toy, saying or signing a word, or joining the activity independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week during play.
- Timeframe
- By the annual IEP review date
- Condition
- When a peer hands them a toy, shows them something, or asks them to play during free play
- Behavior
- The student will respond to the peer within 5 seconds by taking the toy, saying or signing a word, or joining the activity independently
- Criteria
- In at least 4 of 5 opportunities, across 3 consecutive data collection days
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Three times per week during play
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 data collection days
- Collection schedule:
- three times per week during play
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, when a peer hands them a toy, shows them something, or asks them to play during free play, the student will respond to the peer within 5 seconds by taking the toy, saying or signing a word, or joining the activity independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week during play.
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.