Take turns in a simple back-and-forth game
When to use this goal
For young students learning the earliest form of turn-taking: rolling a ball back and forth, taking turns dropping blocks, or pressing a button in turn. Base the choice on observation. Precedes se-peer-004 (structured games with rules).
- Baseline
- Play a ball-rolling or similar game with the student and record 10 turn exchanges: did the student take their turn and send it back, take it and keep it, or not respond? Repeat with a peer partner to see whether the partner changes the result.
- Tips
- Each exchange (receive, act, send back) is an opportunity. Score correct when the student takes their turn and passes the turn on without a physical prompt beyond the chosen support. Keep games short, fast, and fun; choose toys that make the turn obvious (a ball, a single car, one pop-up button). The partner should be animated and keep turns brief so waiting is short.
- Limits
- Early turn-taking with an adult may not transfer to peers, who are less predictable; include the peer condition before mastery. Ten exchanges can be too many for some students; stop when interest fades and note the number. Does not address sharing or losing.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-play-006.
Sign in to add this goal to a student.
Goal
By the annual IEP review date, during a back-and-forth game with an adult (such as rolling a ball, taking turns on a pop-up toy), the student will take their turn when the ball or toy comes to them and send it back or pass it to the partner independently in at least 8 of 10 opportunities, across 3 consecutive game sessions, as measured by opportunity-by-opportunity data collected three times per week.
Baseline: 3 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. 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
- 3 of 10 opportunities.
- Annual goal404 characters
- By the annual IEP review date, during a back-and-forth game with an adult (such as rolling a ball, taking turns on a pop-up toy), the student will take their turn when the ball or toy comes to them and send it back or pass it to the partner independently in at least 8 of 10 opportunities, across 3 consecutive game sessions, as measured by opportunity-by-opportunity data collected three times per week.
- Timeframe
- By the annual IEP review date
- Condition
- During a back-and-forth game with an adult (such as rolling a ball, taking turns on a pop-up toy)
- Behavior
- The student will take their turn when the ball or toy comes to them and send it back or pass it to the partner independently
- Criteria
- In at least 8 of 10 opportunities, across 3 consecutive game sessions
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- Three times per week
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 game sessions
- Collection schedule:
- three times per week
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a back-and-forth game with an adult (such as rolling a ball, taking turns on a pop-up toy), the student will take their turn when the ball or toy comes to them and send it back or pass it to the partner independently in at least 8 of 10 opportunities, across 3 consecutive game sessions, as measured by opportunity-by-opportunity data collected three times per week.
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.