Go to the peer buddy and start the planned game
When to use this goal
For students who like buddy play once it starts but wander, wait, or need several adult reminders to get there. Base the choice on observation of transitions to buddy time. Use the visual schedule the student already knows.
- Baseline
- For 4 sessions, time from the buddy-time announcement to the student starting the game. Note what the student did in between and what helped them get started. Check that the game and buddy are ones the student likes.
- Tips
- Start timing at the announcement and stop when the student touches the game materials or takes a first turn with the buddy. Keep the game in the same place for the first weeks. Pair with se-play-021 if staying in the game is also a need.
- Limits
- A slow start can mean the game is not interesting or the transition is hard for other reasons; check both. Latency does not show what happens after play starts.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID se-play-022.
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Goal
By the annual IEP review date, when the teacher announces buddy time and the visual schedule shows the buddy game, the student will go to the play area with the peer buddy and start the planned game (such as setting up pieces or taking the first turn) independently within 60 seconds, across 4 consecutive buddy sessions, as measured by latency recording collected each buddy session, summarized weekly.
Baseline: 180 seconds.
- 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. Latency fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Latency recording gives latency 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
- 180 seconds.
- Annual goal403 characters
- By the annual IEP review date, when the teacher announces buddy time and the visual schedule shows the buddy game, the student will go to the play area with the peer buddy and start the planned game (such as setting up pieces or taking the first turn) independently within 60 seconds, across 4 consecutive buddy sessions, as measured by latency recording collected each buddy session, summarized weekly.
- Timeframe
- By the annual IEP review date
- Condition
- When the teacher announces buddy time and the visual schedule shows the buddy game
- Behavior
- The student will go to the play area with the peer buddy and start the planned game (such as setting up pieces or taking the first turn) independently
- Criteria
- Within 60 seconds, across 4 consecutive buddy sessions
- Evaluation method
- Latency recording
- Schedule
- Each buddy session, summarized weekly
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Latency tracker. Records the cue time and the response time.
Latency tracker
Latency- Student label:
- Target:
- within 60 seconds
- Mastery rule:
- across 4 consecutive buddy sessions
- Collection schedule:
- each buddy session, summarized weekly
- Method:
- Latency recording
- Data collector:
Goal: By the annual IEP review date, when the teacher announces buddy time and the visual schedule shows the buddy game, the student will go to the play area with the peer buddy and start the planned game (such as setting up pieces or taking the first turn) independently within 60 seconds, across 4 consecutive buddy sessions, as measured by latency recording collected each buddy session, summarized weekly.
| Date | Instruction / cue | Cue given (time) | Response began (time) | Latency (seconds) | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Start timing when the cue ends (for example, the end of the direction). Stop when the defined response begins.
- Record latency in seconds. Shorter latency means faster starts.
- Use a stopwatch or a timer app. Avoid estimating from the clock when measuring seconds.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.