Follow a peer's play suggestion
When to use this goal
For young students who play with peers only when the play follows their own plan, so peers drift away. Base the choice on observation. The student's own ideas are still welcome; the goal adds following as well as leading.
- Baseline
- Observe 3 play sessions with peers and record each peer suggestion directed at the student and the response: follows, ignores, refuses, or redirects to their own plan. Use a coached peer for a planned session to get 5 clear opportunities. Note whether suggestions in the student's preferred theme are easier to follow.
- Tips
- An opportunity is a peer suggestion that the student could act on with the materials at hand. Score correct when the student does a recognizable version of the suggested action within 10 seconds. The student does not have to abandon their own play; adding the peer's idea counts. A refusal with words ("No, let's do this") is recorded separately; it is communication, not an error, but it does not count as following.
- Limits
- Peer suggestions are often unclear or quick; coached peers give cleaner data. Following every suggestion is not the aim; a balance of leading and following is. Students who find peers' ideas confusing may need the adult to repeat them for a long time.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-play-017.
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Goal
By the annual IEP review date, during play when a peer suggests an action or a change (such as "Let's make it a zoo," "Put the car here"), the student will follow the peer's suggestion by doing the suggested action within 10 seconds 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 goal414 characters
- By the annual IEP review date, during play when a peer suggests an action or a change (such as "Let's make it a zoo," "Put the car here"), the student will follow the peer's suggestion by doing the suggested action within 10 seconds 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 play when a peer suggests an action or a change (such as "Let's make it a zoo," "Put the car here")
- Behavior
- The student will follow the peer's suggestion by doing the suggested action within 10 seconds 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 play when a peer suggests an action or a change (such as "Let's make it a zoo," "Put the car here"), the student will follow the peer's suggestion by doing the suggested action within 10 seconds 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.