Act out a pretend play sequence of three related actions
When to use this goal
For young students who do single pretend actions (feeding a doll once) but do not link them into a sequence, or who do not yet pretend. Base the choice on a play assessment. Sequences are modeled with the student's interests (vehicles, animals, kitchens).
- Baseline
- Observe three 10-minute play sessions with a pretend set and record the longest chain of related pretend actions the student produces alone and after a model. Note which themes interest the student; those are the ones to teach. Ask the family about pretend play at home.
- Tips
- Each play session with the pretend set is an opportunity (sample 5 per week). Score correct when the student produces at least 3 related pretend actions in a row, in any order that makes sense, without a physical prompt. Repeating the same modeled sequence counts; new sequences are noted as a bonus. Adults play alongside with a duplicate set rather than directing the student's hands.
- Limits
- Pretend play looks different across cultures and families; use themes the student knows. Some students pretend with scripts from shows; those count if the actions are related. Does not measure play with peers (see se-play-009).
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-play-008.
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Goal
By the annual IEP review date, during free play with a pretend play set (such as kitchen, doctor kit, farm, garage), the student will act out a pretend sequence of at least 3 related actions (such as put the food in the pan, stir it, serve it to the doll) 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: 0 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
- 0 of 5 opportunities.
- Annual goal437 characters
- By the annual IEP review date, during free play with a pretend play set (such as kitchen, doctor kit, farm, garage), the student will act out a pretend sequence of at least 3 related actions (such as put the food in the pan, stir it, serve it to the doll) 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
- During free play with a pretend play set (such as kitchen, doctor kit, farm, garage)
- Behavior
- The student will act out a pretend sequence of at least 3 related actions (such as put the food in the pan, stir it, serve it to the doll) 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, during free play with a pretend play set (such as kitchen, doctor kit, farm, garage), the student will act out a pretend sequence of at least 3 related actions (such as put the food in the pan, stir it, serve it to the doll) 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.